Education

In contemporary educational discourse, the language of holism and whole person learning has become increasingly prevalent. Yet the deeper philosophical and pedagogical foundations of holistic teaching and learning are often overlooked. Holistic Education Part 1: Enduring Principles and Practices returns to these origins, engaging with the theoretical and practical dimensions that have shaped the field.

Building upon Carol Flake’s seminal 1993 collection, Holistic Education: Principles, Perspectives, and Practices, revisits the original vision of holistic education as articulated by its early advocates, educators committed to integrating intellectual, emotional, physical, and spiritual dimensions of human development. Contributors examine the evolution of holistic principles in relation to spirituality, embodied and earth-based learning, ecological awareness, and global citizenship.

By situating holistic education within enduring philosophical traditions and emerging global challenges, this volume affirms the continued relevance of holistic approaches for education and the professions. It invites scholars, practitioners, and policymakers to consider education not merely as a means of instruction, but as a transformative process aimed at cultivating wholeness in persons, communities, and the wider world.

At a time when universities are being defunded by governments and vilified by ultra-conservative pundits, defining their value has never been more urgent


For decades, efforts to quantify the value of universities in dollars and cents led to the corporatization of institutions that are meant to serve their students and society by creating knowledge and teaching—not by turning a profit. Now more than ever, the role of the university in advancing discovery, democracy, equity, and in contributing to its students’ success is under siege and needs to be defended.


Knowledge Under Siege picks up where Spooner and McNinch’s Dissident Knowledge in Higher Education left off and analyzes today’s volatile higher education landscape—one where hostility towards the academy is a growing trend across the globe. Bringing together leading international voices, including Gloria Ladson-Billings, Linda Tuhiwai Smith, Christopher Newfield, Kevin Kumashiro, and many others, the book considers how universities are facing unprecedented threats that include defunding, criticism of and the dismantling of initiatives to diversify the academy, academic gag orders, and efforts to undermine tenure and academic freedom. It asks how institutions can resist these incursions while working towards becoming engines of social mobility for a diverse student body (not merely serving the most privileged) and graduating critical thinkers who aspire to build a better world.


There is a consensus in higher education that universities must remain autonomous so that our societies can better understand both our history and our rapidly changing world. Knowledge Under Siege is a call to action to fight for our institutions and make them self-reflexive spaces where truth and learning continue to thrive.

Developing Conscious Gratitude in Schools addresses deep inequalities in the American education system, offering a holistic approach to reimagining schools as transformative spaces that support students, particularly those from low-income and marginalized backgrounds. Jerell Hill explores how systemic challenges impact educational opportunities and provides a strategic blueprint for creating inclusive, empowering learning environments.

Chapters explore interconnected social policies, highlighting how factors like neighborhood conditions, public health, housing, and segregation profoundly affect school performance. By presenting research, case studies, and practical strategies, the blueprint presented is a new approach to education policy that addresses systemic inequality comprehensively.

This book is not merely an academic exercise, but a powerful catalyst for transformative change in education. Unlike theoretical works that merely describe problems, Developing Conscious Gratitude in Schools provides concrete, research backed strategies grounded in real world experiences that educators and administrators can immediately implement. By directly addressing the critical issues of systemic inequality in education, Hill moves beyond diagnosis to prescription, offering a transformative approach to educational design and practice.

Learning, Identity, and Difference: Mary Darmanin’s Inspiration brings together important contributions to the large area of Sociology of Education and around themes of social and ecological difference. It also foregrounds identity issues in an intersectional manner, covering social class, gender (including sexual orientation and women’s studies), race/ethnicity, and the politics of enablement. Featuring chapters on topics such as promoting gender equality, challenging classist discourse through critical pedagogies, and transforming education through neuroscience, as well as a contribution by Mary Darmanin herself, this important volume champions and highlights the importance of approaching identity issues in a sensitive way that supports and nurtures students in their learning.

The Simplest Strategies Can Be the Most Effective!

Autistic children, as well as those with related challenges, all have great potential. However, all too often they don’t reach it. In Simple Strategies that Work, the authors provide easy-to-implement ideas and suggestions that teachers can use to guide students on the road to success.

Help Children Help Themselves!

Most students thrive on consistency and it’s especially important for autistic students. Without it, teachers can expect them to experience higher levels of anxiety and more meltdowns. Because of their neurology, autistic students learn best when they know exactly what they are going to do, when they are going to do it, and with whom they will do it.

Despite knowledge and well-intended efforts, educational systems often create a lack of predictability for students when they transition from year to year. Teachers certainly try. They’ve read last year’s IEP, took part in creating a new one, and have read all the information in the student’s file. But they still don’t know details, such as what the student’s mini schedule looks like and what prompts are needed to support social interaction. Until now.

Starting the School Year Well provides a simple way for teachers to learn from past educators through the completion of three simple-to-use instruments:

• Transition Checklist
• Comprehensive Autism Planning System
• Learner Snapshot

These tools allow educators to immediately implement effective strategies instead of spending time engaged in trial-and-error instruction. These instruments create a smoother transition that enhances learning. Also included is an extensive approach to behavior challenges that results in real change! If behavior challenges occur, use this student-and-teacher-friendly approach to teach new behaviors and provide support.

By eliminating guesswork as you get to know a student at the beginning of the year, you can get right to work teaching them new skills that match how they learn.

This unique and easy-to-use lesson plan was developed to share information about Autism Spectrum Disorders with general education students, to explain behaviors that might otherwise be misinterpreted as frightening, odd, or rude. Reviewing of the five senses with students creates the perfect introduction to their sixth—or social—sense. Then the perspective-taking activities focus on how other people see, hear, touch, taste, and smell, and how that can affect the way they feel and think. The Sixth Sense II is more comprehensive than the previous release and is appropriate for elementary students ages seven to twelve. This revised version also includes an FAQ section and a helpful Resource Guide!

Helpful topics include:

First Runner-Up in the 2006 Writer’s Notes Book Awards!

This book utilizes the strengths of children with ASD to help them develop new skills. Tasks are visually oriented and consistent, and expectations are clear. Children learn motor, matching, sorting, reading, writing, and math skills using easy-to-make “task boxes.”

Tasks include pushing items through small openings (children love the “resistance” it takes to push them through), matching simple, identical pictures or words, sorting objects by color, size, or shape, and more!

Ideas are plentiful, materials colorful, and children love the repetitive nature of the “tasks,” which help them learn to work independently! Sample data sheets are included.

Puberty can be especially tough when young people have autism or other special needs. Through simple stories similar to Carol Gray's Social Stories® , author Mary Wrobel teaches caregivers exactly what to say (and not say) and shows how you can create helpful stories of your own. Mary addresses hygiene, modesty, body growth and development, menstruation, touching, personal safety, and more. Young students can benefit from self-care skills such as using the toilet, brushing teeth, and washing hands. Parents and teachers should begin teaching these necessary skills as early as possible, even from ages three to five. The ultimate goal is to maximize the child's potential for independence and lifelong social success.

It's a great resource for occupational therapists, teachers, and parents to share with children. Resources for adults at the end of the book include definitions of sensory processing and sensory modulation disorder, suggested discussion questions, and lists of related books and websites.

Additionally, individuals with anxiety, depression, and schizophrenia may also exhibit deficits in EF. The good news is that there are evidence-based strategies that can be used at home, in school, in the community, and in work situations that can significantly improve the executive functioning of individuals who struggle in this area. FLIPP the Switch: Strengthen Executive Function Skills is a practical book written for parents and educators by parents and educators. The target audience is anyone who works with young people ages 3-22 who have difficulties with organization, flexibility, impulsiveness, or problem-solving. Readers will learn about executive function (EF) and how EF skills contribute to success in school, at home, and at work. Most importantly, readers receive specific instructions, templates, and how-to scenarios for 25 strategies with five strategies for each of the five FLIPP components flexibility, leveled emotionality, impulse control, planning, and problem solving. This book is indispensable for anyone who wants to minimize behavior challenges, maximize on-task behavior, and support positive social-emotional development in a child or student.

Children will learn linguistic, cognitive, and social/emotional skills at the same time sensory integration and motor skills are being worked on and refined.

During your time at the Social Detective Academy, you will learn some of the most important things a social detective needs to be aware of. Learning these things will help you become a skilled social detective capable of helping others solve their social mysteries, just like Johnny!

But even more than that, you will learn the tools for becoming a social ninja, capable of navigating some of the most complicated social mysteries that you might face in your own life.

The truth is that some of the best social detective training involves learning how to be more socially skilled yourself. If you can effectively navigate your own social world, you will be much more capable of helping others become successful in their own social journeys. This is how Johnny’s first students learned to become excellent social detectives themselves–by practicing solving their own mysteries.

Throughout this book, you will have the opportunity to test your skills by trying to solve social mysteries alongside some of Johnny’s first students. These mysteries came directly from these students’ personal lives and show how they used their social detective skills to make their own social lives better. As you read through the chapters, see if you can use the tools you are learning to identify social mysteries you might have in your own life.

Some of the ideas in this book are going to be pretty easy and straightforward. You will probably understand them with very little effort. But some of the things we will be talking about might seem a little more complicated at first. If there is something that you don’t quite get right away, don’t worry about it. That is to be expected. Just keep going and don’t let it hold you back. You can always come back to it later on.

If you don’t fully understand something, you will still be able to understand later things in the book. In fact, some of the things in this book will probably make even more sense as you read later parts of the book, so if something is not completely clear, keep reading on and come back. Johnny actually encourages his social detective students to come back and reread things even if they understood them the first time because rereading about important ideas can help you to have a deeper understanding.

Each chapter will also have a social detective concept summary at the end. These summaries are there to help you organize the most important concepts in each chapter. They serve as a good reference guide to come back to if you need to refresh your memory later on.

Transform the way your school engages with autistic children with this simple, yet powerful system!

Throughout this curriculum, the authors highlight evidence-based strategies that correspond to each area of the Comprehensive Autism Planning System (CAPS).

This innovative approach helps teachers and educational teams plan and implement a student’s education across the school, including the individualized education program (IEP), and each curriculum relevant to the student. It takes your team through:

• The process of planning the goals/objectives to be targeted in each daily activity
• The  modifications and accommodations that are needed to support the student in each activity
• The   sensory supports needed to help the student stay focused
• The communication and social supports that create an environment for successful learning

In addition, the authors explain the types of data to collect for each area and note what reinforcers have been shown to be successful.

While this system was developed for use with individuals on the autism spectrum, it can easily become an essential tool for any student, regardless of their special needs.

This third edition has been updated to address current trends in special education instruction and research; with emphasis is placed on:

• Inclusion
• Successful practices that support learning for autistic students
• Evidence-based practices and case studies that apply the CAPS to post-secondary education

Through the CAPS, autistic individuals have access to meaningful instruction that will allow them to reach their full potential, through realistic and practical means.

Who knows better about developing the talents of those with autism than Temple Grandin? This updated and expanded third edition of Developing Talents considers the continuing dismal employment statistics for individuals with autism. The authors take an in-depth look at entrepreneurship and many other options.

Using real-life examples, Grandin and Duffy note that many of the unique characteristics of individuals on the autism spectrum lend themselves well to entrepreneurial ventures. The book explores many unnoticed aspects of vocational rehabilitation programs that provide job training and placement for people with disabilities, as well as Social Security Administration programs that offer vocational assistance. Employment figures and prospects have been updated, and new jobs have been added that are well suited for those on the spectrum.

Foreword by Dr. Tony Attwood.

I highly recommend this book for use with all individuals who have problems with reading comprehension. — Temple Grandin, PhD

Improve Reading Comprehension for Autistic Individuals

Although they may be excellent readers, those with autism often need support for comprehension. Comprehension difficulties are subtle, qualitative, and difficult to tease out. As a result, their substantial level of risk for reading comprehension problems is often overlooked or unaddressed, and many students struggle in silence.

This is where Drawing a Blank comes in. Even the most competent educational professionals in both general education and special education settings have limited training and experience helping autistic readers. Using a clearly stated and well-organized approach, Drawing a Blank provides educational professionals and parents with the tools to improve comprehension for good readers who have comprehension difficulties, as well as readers who struggle with both decoding and comprehension. This book explains where and why comprehension failure occurs and offers evidence-based and promising practices to use, based on a thorough assessment of a student's needs.

This second edition describes new evidence-based interventions and 15 new research summaries on how to implement them.

Empowering Autistic Voices in Education is a groundbreaking, research-informed, and deeply human guide to dismantling systemic barriers and fostering authentic inclusion for autistic students, particularly those pushed to the margins. Unique in its approach, this book amplifies the lived experiences of neurodivergent individuals alongside insights from professionals and researchers, creating a powerful dialogue between evidence, empathy, and action. In this thoughtful and accessible resource, editor and contributor Dr. Stephanie C. Holmes, a certified autism specialist and inclusion advocate, leads a diverse group of autistic self-advocates, educators, clinicians, and parents. Together, they explore what authentic inclusion means and how to achieve it through four interconnected sections:

• Learning from our past to inform our future: examining muted voices and inequities in education, including IEP challenges, systemic barriers, and the overlooked intersections of race and disability.
• From theory & research to practice: offering actionable strategies for accommodations, collaboration, and social-emotional support.
• Centering autistic voices and those who support them: sharing firsthand narratives from autistic students and adults about being misunderstood, silenced, and what helped them finally belong.
• The importance of robust transitions: exploring how schools can prepare students not just to graduate, but to thrive—in employment, independent living, and beyond.

Featuring a powerful foreword by Dr. Temple Grandin, candid contributions from neurodivergent authors and self-advocates, and practical wisdom from professionals, this book does more than identify problems — it builds bridges toward real solutions.

Whether you are an educator, administrator, parent, advocate, or ally, Empowering Autistic Voices in Education offers the tools, stories, and inspiration to move beyond compliance and toward authentic, equitable inclusion for all.

Combining their years of experience working with individuals on the autism spectrum, both here and around the world, authors Vera Bernard-Opitz and Anne Häußler bring teachers and other professionals practical ideas and teaching methods for offering visual supports to students with autism spectrum disorders and other visual learners.

With hundreds of colorful illustrations and step-by-step directions, this book lays the foundation for how to structure teaching environments, as well as offers countless examples of activities for students, ranging from basic skills, to reading and math, to social behavior.

You’ll find tried-and-true instructions for developing fine-motor, “organizing,” and motor-planning skills, and for providing an appropriate “Sensory Diet” that will benefit all your students. Checklists help you identify students who have difficulty processing sensory information. With up to 20% of the students in any given classroom affected by Sensory Processing Disorder, Answers to Questions is an invaluable resource for teachers of preschool through high school.

Winner of Learning magazine's Teachers' Choice Award, this book and the tools within it will help teachers learn how to:

• Recognize Sensory Processing Disorder
  
• Understand how Sensory Processing Disorder may interfere with a child’s motor coordination, muscle tone, fine motor skills, visual perception, and relationships with others
  
• Discern a child’s unique pattern of out-of-sync behavior
  
• Help a child recover after a meltdown
  
• Develop strategies to prevent future meltdowns
  
• Approach a child who is simultaneously oversensitive to one kind of stimulation and  undersensitive to another kind
  
• Help children identify their own needs for the right amount of sensory stimulation
  
• Collaborate with parents, occupational therapists, and other professionals on a child’s behalf
  
• Provide a safe, appropriate, “sensory diet” in the classroom that will benefit all students
  
• Structure a calm and organized classroom
  
• Manage his or her own behavior when a child “pushes those buttons”
  

Finally, this book will help teachers to always remember that these are good children who are trying their best in a confusing world!

Contents include:

• What Is Sensory Integration?
• What Is Occupational Therapy?
• How to Get the Most Out of Answers to Questions Teachers Ask
• Comparison of Typical Sensory Processing & Sensory Processing Disorder
• Organizing Sensory Input and Activities for the Classroom
• Classroom Accommodation Checklist
• Infants and Toddlers Checklist (Birth to Age Two)
• Preschool Checklist (Age Three to Four)
• School-Age Checklist (Age Five to Twelve)
• Adult/Adolescent Checklist (Age Twelve and Up)
• Balzer-Martin Preschool Screening—Teachers Checklist
• Characteristics of Tactile Dysfunction
• Characteristics of Vestibular Dysfunction
• Characteristics of Proprioceptive Dysfunction
• Characteristics of Visual Dysfunction
• Characteristics of Auditory Dysfunction
• Heavy Work Activities List for Teachers
• And more!

This book provides educators with detailed information about executive function skills and evidence-based practices that can be used with students with autism spectrum disorder who experience executive function (EF) deficits to be more successful in school, at home, in the community, and in the future.

Educators often struggle with how to effectively teach students who grasp concepts but are unable to succeed in school or other learning environments. Although these students frequently experience EF deficits, including flexibility, managing emotions, controlling impulses, planning, and problem-solving, educators are given no training in how to remedy these deficits. Educators need evidence-based strategies to create supportive learning environments that build executive function skills students can incorporate into everyday life.

FLIPP 2.0 provides a blueprint for identifying the executive function skills that students need for future success, along with specific strategies that will support kindergarten through high school students in building strong, long-term gains in executive function skills. FLIPP 2.0 expands upon the information provided in the first book, FLIPP The Switch, by providing more complex strategies that can be implemented in the classroom, with detailed instructions for both educators and students on how to incorporate them into the school day. Many students struggle in school and in post-school life, not because they lack academic skills, but because they lack the EF skills necessary to access instruction and support performance. FLIPP 2.0 illustrates how students of all ages can learn to generalize these skills into new environments.

With FLIPP 2.0, readers will gain a deeper understanding of executive function skills and deficits. They will learn how evidence-based practices can be used to increase the EF skills of students of all ages and skill levels. Most importantly, they will learn a specific set of steps for gradually releasing control to students, so that students are eventually able to take responsibility for their own learning and success.

Basic Skills Checklists is an easy-to-use, informal assessment tool that provides a systematic method for tracking student skills.

This book focuses on pre-academic, readiness, and academic skills expected from learners in the early elementary years. Author and experienced teacher Marlene Breitenbach developed these helpful checklists in special-needs and inclusive classrooms while serving children with autism and other developmental disabilities. The checklists have been used by classroom and resource teachers, special educators and paraprofessionals. Simple, customizable charts make it easy to record children’s progress in skill areas such as basic concepts, early literacy and math, fine motor, and independent school routines. This flexible tool is great for one-on-one or group assessment!

These checklists will help educators:

Voted "Teacher of the Year" by ASA, Toni Flowers invites readers to learn from, tweak, and refine the strategies she's used during her quarter-century of teaching children with autism. Chock-full of great ideas, this book tackles some of the thorniest problems (runners, homework, screamers, setting limits, aggression, etc.) facing teachers and parents. It will quickly become a go-to book in your library!

Helpful chapters include:

Does your middle or high school student struggle with sensory challenges? A Buffet of Sensory Interventions: Solutions for Middle and High School Students with Autism Spectrum Disorders offers a smorgasbord of sensory-based interventions for use by educators, occupational therapists and parents.

This practical and well-researched tool is unique because it focuses on middle and high school students, whose sensory needs are often overlooked. For this age group, the author emphasizes the importance of fostering independence, self-advocacy and self-regulation as a way to for teens with autism to take ownership of their sensory needs as they transition into adulthood. Using simple terminology and illustrations, the book also explains sensory basics, describes the sensory systems, discusses sensory challenges experienced by those with autism, and helps develop daily educational interventions through assessment of sensory needs. Parents and educational team members working with teens with autism will benefit from adding this resource to their library.

Consider this your guide to group work success! Written to accompany Exploring Feelings—winner of the 2008 Teacher’s Choice Award—this manual is intended to pass on experience to those working with high-anxiety and ASD individuals in a group setting. Seasoned group leaders have recorded and shared what worked best, what can be tweaked to suit your group, and how to best utilize the tasks and activities in Exploring Feelings through tried-and-true methods, including:

Selecting group leaders and members Choosing where to hold group meetings and the benefits of different venues Program Flexibility and how to tailor activities to your group How to best involve parents and guardians

… and so much more!

Anxiety is so prevalent in young people with ASD, and is often at the core of behavioral issues perceived as anger or non-compliance. By addressing the main symptom, and doing so in a safe and informative group environment, both young people and their families and friends are sure to see vast improvement in anxiety levels. This manual is the key to enjoyable, successful, and rewarding group sessions, and to helping young people and their parents/ guardians build their “toolbox” of techniques for handling anxiety. The main message is, “do it!”

The Autism Nest Model is a successful and much-praised program adopted by the New York City public school system as well as the top-ranked Danish school system. It has engaged and educated autistic children and their neurotypical peers for more than 20 years. The book's change in title from The ASD Nest Model to The Autism Nest Model is indicative of the evolution not only of language but also the understanding and practice that the new edition reflects. Although the Nest Model is designed for use in grades K-12, this book focuses on the elementary version, which serves students in K-5th grade.

The Nest Model helps schools create settings in which all children engage comfortably and successfully. Its comprehensive approach is lauded by families, students, teachers, therapists and school leaders alike. By laying out the process of developing the model, its philosophy, strategies, and practical examples, The Autism Nest Model is now available to a wide audience.

What’s the biggest challenge facing teachers today? Behavior. And which students present the most baffling and unique behavior problems? Our awesome kids on the autism spectrum. We love them, but it can be difficult to understand and deal with their challenging behaviors.

But behavior analysts aren’t in the classroom; teachers are. And most teachers can’t call a behavior analyst every time a behavior problem crops up. Even when they do call in a behavior analyst, they might not understand all that talk about the “discriminative stimulus” and the “conditioned reinforcer.” It’s all so dry and confusing. Teachers don’t have time to wade through all that jargon, they’re too busy teaching. So what’s a teacher to do when a student throws a chair, or bites her hand, or refuses to work? It’s up to teachers to figure out solutions before the behavior gets worse. They need help.

The ABCs of Autism in the Classroom: Setting the Stage for Success was written by a Board-Certified Behavior Analyst who was also a teacher for many years, as well as an autism mom. Here you will find evidence-based, research-supported behavioral tools presented in teacher-friendly language. You’ll meet a virtual village of students with problem behaviors you might find in your own classroom. You’ll also read stories shared by kids and adults on the autism spectrum, in their own words.

• motor
• matching
• sorting
• reading
• writing
• and math skills

• pushing items through a small openings (children love the "resistance" it takes to push them through)
• matching simple, identical pictures or words
• sorting objects by color, size, or shape.

Starting Sensory Integration Therapy offers 100+ activities and games for children with Sensory Processing Disorders (SPDs).

Parent of a son with SPD, author Bonnie Arnwine chose activities that require minimal time, money, and clean-up. Most “ingredients” are already on hand: empty yogurt cups, string, soap, Kool-aid, flour, paper plates, etc. If the kids tire of an activity, an “Extend It!” section shows how to use the same ingredients in new and different ways. Kids have fun while activities exercise the seven sensory “muscles”: the visual, auditory, tactile, olfactory, oral, vestibular, and proprioceptive senses. Activities can be enjoyed with others, so children also benefit from interacting socially with their peers, parents, and teachers.

After more than seventeen years of experience working with teachers struggling to implement an effective learning program for special needs kids, Dr. Lori Ernsperger decided it was about time someone created a comprehensive resource for practical use in the classroom. She wrote this book as a practical, step-by-step guide to educating students with autism. This much-needed resource unlocks the secrets of six critical teaching elements, including:

Perfect for new and veteran teachers, this book enables school personnel to efficiently create and implement an effective educational program for students with autism, regardless of their level of experience or training.

Learning in Motion offers age-appropriate activities for every week of the school year. Each activity has been developed to attract and keep children's interest by using a multi-sensory approach.

Activities are organized by month (the book begins with September activities and ends with August activities), so educators can quickly choose activities that correspond with seasons, holidays, and educational goals throughout the year.

Each activity also includes a "Letter to Parents" that may be copied and sent home with the children. These specially tailored letters provide a brief description of the activity, explain the educational purpose behind it, and suggest related home activities to help the children grow. Learning in Motion is perfect for preschool teachers, kindergarten teachers, primary school teachers, special educators, support personnel, staff-development specialists, early-childhood specialists, and more.

The Social Learning Profile is useful for families, teachers, paraprofessionals, social workers, behavioral specialists, psychologists, advocates, day programs, group home personnel, and anyone who is searching for a values-based, person-centered approach to assessing and addressing complex behavioral issues for persons with special needs.

A person's behavior is like a clue in a mystery story. It reveals and it conceals. It leads and it misleads. It speaks a variety of messages and serves a variety of purposes. It is affected by the situations in which it occurs, by the response that it receives, and by the depth of the need that it conveys. It is as complex as the person who uses it, and who is, too often, defined by it.

This can be especially true for someone with special needs, who might not always be able to tell us what’s wrong, what they need, or how to help.

The process that you have before you is a team discussion tool for the development of respectful and successful behavioral strategies for individuals with special needs and those who support them. It is parent-friendly, teacher-useful, non-technical, jargon-free, and respectful of the thoughts and feelings of everyone involved. It is the result of more than 30 years of experience with literally thousands of students and their teams.

Winner of the IPBA Gold Medal for Nonfiction Series

Winner of the Eric Hoffer Book Award for Reference/Education

In this exciting companion to the beloved classic Ten Things Every Child with Autism Wishes You Knew, the unique perspective of an autistic child’s voice describes for teachers, in the classroom and in the larger community, how to understand thinking and processing patterns common in autism, how to shape an environment conducive to their learning style, and how to communicate with autistic learners of all ages in functional, meaningful ways. It's the guidebook every educator and family member, worldwide, needs to create effective and inclusive settings where child and adult are both teachers and learners.

This vibrantly updated and expanded edition includes an imaginative, all-new guide adaptable for group discussion, self-reflection, or self-expression, an afterword from the author’s autistic son, and added perspective from autistic adults about their experiences in education. Continuously in print since 2006, and translated into multiple languages, Ten Things Your Student with Autism Wishes You Knew brings fresh perspective to a new generation of educators and autistic learners.

• Gold Medal, Independent Publisher Book Awards, Nonfiction Series (with Ten Things Every Child with Autism Wishes You Knew)
• Winner, Eric Hoffer Book Awards, Reference/Education
• American Book Fest Best Book Award finalist, Education
• Chanticleer International Book Awards finalist, Instruction and Insight
• Next Generation Indie Book Awards finalist, Education
• Foreword Book of the Year finalist, Education

Everyone should reach for the STARS

The goal of The Original S.T.A.R.S. Guidebook is to promote positive sexuality and prevent sexual abuse. This revised second edition of this valuable resource presents new information about sexual orientation, gender identity, cultural diversity, cyber security, and includes even more helpful materials.

It provides assessment tools that can be used to identify strengths and needs of each individual. Each activity can be catered to address specific needs.

The STARS model is specially designed for teaching adolescents and adults with a broad range of disabilities, emphasizing four important areas:

• Understanding Relationships 
• Social Interaction 
• Sexual Awareness
• Assertiveness

Support autistic children in shared play with peers using this evidence-based curriculum!

Countless children on the autism spectrum spend too much time alone. Without the necessary guidance, they are especially vulnerable to being excluded from their peer group and leading impoverished play lives. First published 20 years ago, this practical guide offers an introduction to the basic principles, tools, and techniques that make up the Integrated Play Groups.^® (IPG) model.

Pamela Wolfberg has translated theory into effective and meaningful practice, giving practitioners, parents, and other caregivers the knowledge and skill to start inclusive peer play groups for children at school, home, and in community settings. The second edition has new research and is heavily influenced by the neurodiversity movement. And while aspects of the IPG model have been updated from earlier versions of this work, the original principles and practices are still the same.

It is inspired from deep engagement with people who identify as autistic or neurodivergent, including professionals, scholars, students, advocates, friends, and family members.

La Dra. Temple Grandin analiza los desafíos cotidianos reales que enfrentan los padres, maestros y niños. En este completo y detallado manual Temple ilustra técnicas que ha descubierto que funcionan en el campo de la educación. Los temas incluyen:

• La importancia de la intervención temprana
• Enseñanza para diferentes estilos de pensamiento
• Desarrollo del talento como herramienta motivacional para los estudiantes
• Mantener expectativas elevadas
•  ¡Y mucho más!

En estas valiosas páginas, Temple ofrece estrategias prácticas y consejos basados en su propia experiencia y en su extensa investigación, destacando lo que debe hacerse y lo que no, proporcionando para ello herramientas probadas que pueden ser implementadas de manera inmediata. Temple sostiene que la educación de los niños en el espectro autista debe centrarse en sus fortalezas, las cuales suelen pasar desapercibidas, para fomentar sus contribuciones únicas al mundo. Como ha señalado Publishers Weekly: “Para los educadores o padres de niños autistas, este será un recurso valioso”.

In the Spanish version of Autism and Education, Dr. Temple Grandin discusses the real issues that parents, teachers, and kids face every day. Here is a concise handbook that illustrates what Temple has found to work in the field of education. Topics include:

• The importance of early intervention
• Teaching for different types of thinking
• Developing talent
• Motivating students
• Keeping high expectations
• And much more!

In these helpful pages, Dr. Grandin offers do's and don’ts, practical strategies, and try-it-now tips, all based on her insider perspective and extensive research. Interestingly, she argues that education for kids on the autism spectrum must focus on their overlooked strengths to foster their unique contributions to the world. As Publishers Weekly has noted "For educators or parents of autistic children, this will be a valuable resource."

Study this book before your children study for college!

Sending a child off to college is a daunting experience for most parents, but if your child is neurodivergent, the challenge is magnified.

Even students with excellent academic preparation face difficulties in higher education, primarily related to communication, social skills, and sensory-based issues. This parent-friendly book, written by parents who also are college professionals, takes fear and mystery out of the college experience.

The new edition takes a detailed look at:

• Changes and challenges for parents in college applications
• New and expanding college programs for autistic students
• The role of parents in the transition from being the advocate to supporting their student in self-advocating

“Targeted for parents supporting autistic and neurodivergent individuals heading toward higher education and professionals within the field, this state-of-the-art resource has a plethora of easy to implement, practical solutions for students applying to, attending, and transitioning out of college.

This is the book I wish my parents had as they were guiding me through my education.” — Stephen Shore, EdD, Clinical Associate Professor of Special Education, Adelphi University

Your child may find it difficult to adapt to new surroundings and learning environments from time to time. School Shadow Guidelines will assist your child to develop appropriate behaviors in school, establish an environment that helps to strengthen academic ability, and help your child to build up on his/her social interaction skills with the goal of independence. Special needs children can benefit from having inclusive education to aid in their development and growth; this is where school shadowing serves vital roles.

ALSO, BE SURE TO CHECK OUT THE NO MORE MELTDOWNS APP, NOW AVAILABLE ON ITUNES!.

• Emotion management (frustration, anger, anxiety, OCD, social fears and depression)
• Verbal and non verbal communication
• Play and group interaction
• Empathy, friendship and dating
• Conflict management
• Dealing with emergency situations

First bilingual volume on family engagement in multilingual education, providing evidence of the need for schools to work with Latinx families, communities and students, to the benefit of all involved.

This book examines the significance of family engagement policies and practices within culturally and linguistically diverse schooling contexts, through English and Spanish chapters which explore these alianzas familiares/family alliances in a variety of multilingual contexts.

It employs a wide range of perspectives including policy analysis, theoretical discussion, programmatic frameworks and ethnographic portraits to explore contexts across US states including rural and urban communities, Indigenous language communities, special education programs, preschool through high school settings and community education programs.

The chapters offer examples of pedagogical, administrative and community-based efforts aimed at countering the traditional hierarchies of power that shape relationships between schools and families from culturally, linguistically and economically minoritized backgrounds. Expanding the linguistic representation in literature on multilingual education, this volume includes chapters written in Spanish and English and will be of interest to educators, researchers and community advocates.

The proposed volume covers Christopher Winch’s work over a period of 37 years and illustrates four interconnected themes that have informed his thinking over that period. Writing from a Wittgensteinian perspective, Winch is primarily interested in applying Wittgenstein’s general approach to philosophising to educational problems and puzzles of a variety of different kinds. Throughout the collection there is an emphasis on the complexity and subtlety of many of the philosophical problems associated with education, the importance of appreciating differences and the contestability of many educational judgements. Thus the volume starts with a section on rationality and argument and a discussion of some of the perplexities about the nature of literacy and whether it represents a cognitive ‘leap forward’ for the human race or whether it is more of an enabling technology. It is followed, in a reply to David Cooper, by an article that emphasises the importance of charitable interpretation in understanding reasoning and looks at some of the difficulties involved in understanding reasoning in informal contexts.

Winch’s interest in rule-following and concept formation is the theme of the next few articles. Winch has long been interested in philosophical aspects of professional action and judgement. The third section of this book focuses on that preoccupation. Gilbert Ryle’s ideas as well as Wittgenstein’s have been a significant influence on this. This section closes with a discussion of the sense we can make of the claim that theoretical knowledge can inform agency in professional contexts. The fourth section gathers together seven papers on learning and training that Winch has published over the last 25 years. The overarching theme of this section is the highly variegated nature of the phenomena of learning and the difficulty of constructing a ‘grand theory’ of learning. 

Stress and Coping of English Learners addresses the many ways that ELs face academic and socioemotional stress in the K–12 school environment, the consequences of this stress at school, how they cope with this stress, and how school personnel and families can provide support and help. While enrollment in school programs offers assistance to many ELs, it often fails to provide the socioemotional support that ELs need as they navigate the rough waters of schooling. American schooling is often not prepared and/or unwilling to help ELs as they adapt to an unfamiliar language, culture, social norms, communication techniques, and teachers' expectations. Given the proper foundation and emotional support, ELs will be positioned for greater academic success, comfort at school, and a decrease in their sense of alienation in both the school environment and at home as they try to negotiate between two cultural environments.

Vol. II: Short-Term Programs features eight OST STEM programs for females from across the United States that run one to three days in length, in most cases, a single day. In this book, the chapter authors describe their programs, the effectiveness of those programs, and practical implications of their program evaluation data. This book series is the first of its kind to offer researchers, educators, school administrators, policy makers, and others detailed insight into the promise and practice of out-of-school-time STEM programs for females.

Science, technology, engineering, and mathematics (STEM) disciplines play a pivotal role in societal progress and economic prosperity, in addition to enhancing individual lives. However, U.S. students lack strong STEM performance in an international context. The pool of STEM-proficient workers is thus insufficient to fuel the nation, with females being one group that is noticeably absent.

Out-of-school-time (OST) programs, which are on the rise, are increasingly suggested as a way to support and encourage underrepresented groups in STEM. Participants in OST programs have shown improved achievement, interest, and confidence in STEM, as well as greater awareness of STEM role models and careers.

This guidebook is designed to be the high school teacher’s friend in addressing a wide variety of questions regarding the use of educational and instructional technologies. It can serve as a companion and guide through the myriad challenges and opportunities related to the effective use of technology in one’s classroom and school.

A sample of U.S. high school teachers provided us with detailed answers about their experiences with using technology in their teaching. Specifically, they shared their challenges, barriers, ideas, and suggestions for working successfully with administrators, technology specialists, students, fellow teachers, and parents when teaching with technology. We have organized the teachers’ experiences and recommendations according to each stakeholder group.

Rather than recommending or reviewing specific educational technology companies, applications, or tools, we provide a large number of strategies that are “built to last” and should be applicable regardless of the specific tool under consideration. We assume that it doesn’t ultimately matter what the tool or technology is that you’re using—it’s how and why you’re using it for teaching and learning that will determine whether it is successful or not. The “how” and “why” aspects encompass the built-to-last strategies included in this guidebook.

Students’ school motivation and engagement are key contributors to the quality of their academic learning and performance, as well as growth in other important areas of life (social, emotional, and physical health). Fostering motivation and engagement is thus a meaningful educational purpose, both in and of itself and as a pathway to holistic student development. However, motivation and engagement do not develop in a vacuum, and effort seeking to facilitate them cannot be effectively pursued without understanding their underpinning sociocultural influences. In the first edition of this volume, “Big Theories Revisited” (McInerney & Van Etten, 2004), authors of major models of school motivation and engagement were ‘challenged’ to look into their theoretical work through a sociocultural lens. The volume has been well received as objectively reflected in the number of citations of its chapters.

Significant progress has since been made in the theorizing and research of ‘big theories’ of school motivation and engagement. In this volume, we invited a group of internationally-renowned scholars to re-examine their theoretical and conceptual work by highlighting the ‘what’ (factors) and ‘how’ (processes) of sociocultural influences in association with the key motivation and/or engagement construct(s) of their expertise. We made it clear to our contributors that we solicited new chapters rather than chapters with merely rehashed materials. As a result, this volume, “Big Theories Revisited 2” (Liem & McInerney, 2018) contains chapters that critically discuss sociocultural influences on school motivation and engagement constructs as viewed from focal theories including self-determination theory, achievement goal theory, personal investment theory, expectancy value theory, self-efficacy theory, self- and co-regulated learning models, and many others. Whereas some of the chapter topics covered in the initial edition are also part of this edition, some are new and provide fresh sociocultural angles on achievement-relevant processes and outcomes. Likewise, whereas some of the authors contributed to the earlier edition of the Volume, many of them are different. What appears to be the same across the two editions is the scholarly distinction of the authors and the substantive rigor of the chapters in advancing our current understanding of this field of enquiry. Readers will learn much from and be inspired by stimulating ideas presented in this volume.

Second Language Testing for Student Evaluation and Classroom Research and its accompanying Student Workbook are introductory-level resources for classroom teachers of all levels of experience, and early-career graduate students in applied linguistics, TESOL, and second/foreign language teaching programs. The book gives a balance between practice and theory for student evaluation, and also aims for readers to use testing to connect to classroom research and to their own teaching. Indeed, Second Language Testing for Student Evaluation and Classroom Research aims at self-discovery and empowerment for readers, even as second language testing as a field undergoes major shifts in scope and areas of concern.

Second Language Testing offer a strong basis for readers who wish to analyze and improve their own classroom tests, and for readers who wish to evaluate standardized tests they are required to use, or are thinking of using. We work with the general idea, “OK, now that I know test X has these strengths and weaknesses, what do I do?” Or, “Alright here are students’ scores, now how do I use them in my teaching?” At the same time our book provides more in-depth treatments of key testing topics for those readers who want to know “Why?” and “How?” “Why these terms?” “Why this or that analysis?” “Why does it work?” “How does it work?” “What do these numbers mean?” “How do I use them and how do I explain them to my students, my colleagues, my supervisors?” Second Language Testing for Student Evaluation and Classroom Research includes five Appendices for those readers whose interests continue into more advanced areas. Our information and observations on issues such as rater training (Appendix B) are current and discerning, and our Reference section and Glossary would be valued by any advanced testing practitioner or researcher.

Second Language Testing is useful to readers at varied levels of engagement, at their choice.

The Uncanny: Experiments in Cyborg Culture is a dazzling and provocative examination of the cyborg—the concept of man-as-machine—in popular culture. The title is from a 1919 essay by Sigmund Freud (and included in the book), which deals with the sensation of "uncanniness" as being strange and familiar at the same time.

The idea of the cyborg has been in existence for decades, and is one of the most persistent cultural images of the past century. The cyborg is a cypher—an enigmatic image of figure that is human but not human, a machine but not a machine, existing at the intersection of science, technology, and culture.

The Uncanny offers essays that examine the representation of the cyborg from a contemporary perspective, as well as reprinted historical texts that discuss the representation of the uncanny cyborg body. It also suggests a significant link between the visual arts and popular culture in the evolving representation of the cyborg, beginning as early as the 19th-century, presenting the cyborg as an "uncanny" image that reflects our shared fascination and dread of the machine and its presence in our daily lives.

A copublication with the Vancouver Art Gallery, The Uncanny is a thoughtful and beautifully presented examination of cyborg culture that will help to define our sense of self as we forge ahead into the uncertain future.

Includes essays by Sigmund Freud, William Gibson, Donna Haraway, and Toshiya Ueno, and artwork by Pablo Picasso, Marcel Duchamp, Jacob Epstein, Eadweard Muybridge, Takashi Murakami, Mariko Mori, Gary Hill, and Tony Oursler.

Includes 32 full-color photographs and more than 60 black-and-white images.

"Brilliant . . . in its ability to match gripping popular culture with first-rate intellectual enquiry."—Vancouver Sun

"Immensely ambitious."—Georgia Straight

Bruce Grenville is a senior curator with the Vancouver Art Gallery.

"X" is one of the most provocative representations in contemporary culture: a symbol of capital, power, waste, and illicit desire. Based on the connection between language and lack, Sign after the X ______ investigates the letter "X" that is used in our culture as part of a complex sign system that encompasses the evolution of language back to its mythic origins.

Including many of her drawings, Marina Roy uses narrative—and the book conventions of the dedication, preface, introduction, postscript, errata, and index—to form a compendium of X words that is part philosophical treatise on the foundations of image and text, part illustration, part math lesson, and part language primer.

For the author, the combination of text and image arises from a desire to make words "flesh" as it were, a desire to treat text as a thing that, in its visual impact, and in its arbitrary association with everyday objects, creates new meaning, leading to revelations about "how myth is constructed in our culture."

Beguiling in its ambitions, Sign after the X ______ is a subjective, subversive dictionary of modern culture that forces readers to see the world in a new light.

"An original and a joy to read. . . . Sign after the X ______ is a buffet, a collage. . . ."—Globe & Mail

"Delightful in conception. . . . This is meaty, interesting stuff, and its eclecticism is lovely."—Georgia Straight

"Clever, insidious."—PopMatters.com

Marina Roy is an artist whose practice includes sculpture, printmaking, painting, photography, and bookworks. She teaches fine arts at the University of British Columbia in Vancouver.

Ten years ago, Faith Popcorn declared "the end of shopping" in her bestselling book The Popcorn Report. But from the looks of things, shopping is as pervasive as ever; we are a culture obsessed and beguiled by the desire for consumer goods.

Journalist and shopping addict Pamela Klaffke documents the history of shopping, from a time when cattle were currency to the current age of contemporary shopping phenoms like QVC and eBay.

Topics covered include:

The history of shopping malls and department stores
The evolution of retail design
Inventions that made shopping easier: the cash -register (1884), the shopping cart (1936), the bar code (1952)
Information on the largest fashion retail chain (The Gap, 3,676 stores), the largest retail firm (Wal-Mart, with annual revenues of $191 billion), and the world’s largest mall (West Edmonton Mall, at 121 acres)
Shopping meccas and customs from around the world
The dark side of shopping: kleptomania, shopping addictions, anticonsumerism
The myths of shopping: Men Who Hate Shopping and Women Who Love Shoes

Full of fun and informative sidebars and photos, Klaffke’s book demonstrates that how we shop explains a lot about who we are.

Pamela Klaffke is a writer, editor, and media consultant. She is currently the literary editor of the Calgary Herald and her semiweekly column about popular culture trends can often be read in various newspapers across Canada. Spree: A Cultural History of Shopping is her first book.

A witty, comprehensive history of facial hair, documenting its continuous rise and fall as a trend. With style recipes, information on care and upkeep, and hundreds of pictures of famous bearded men (and women!), One Thousand Beards provides an insightful, light-hearted, and well-groomed look at facial hair.

Erotic slang words from Great Britain, Canada, the United States, Australia, and other English-speaking nations number well into the tens of thousands. But the history of terms used to describe the sexual activities of gays and lesbians have opposing sources: one, the discreet networks of gay men and lesbians who sought to come up with a new terminology for the pleasures of their secret lives; and the other, those who found gay sexuality repellent, and created phrases that denigrated and insulted its proponents. The result? A coded language, for better or worse, that celebrates sexuality in all its queerness.

A. D. Peterkin shows how euphemism, camp humor, rhyme, acronym, and secret code have all been recruited imaginatively by gay men, lesbians, and bisexuals to name what was thought to be unnamable.

A. D. Peterkin is a Toronto psychiatrist and journalist.

On the wild river that divides Namibia from Angola, members of the Himba tribe herd cattle as they have done for hundreds of years.

But the world of the Himba sits in the shadow of third-world development and the inevitability of change that threatens their way of life; now, they are more likely to attend evangelical church services, congregate around the liquor trader’s truck, and pose for tourists’ photographs.

Sandra Shields and David Campion spent two months living with the Himba, and this book, a provocative melding of photography and narrative, tells of the profound changes in the lives of the Himba—both gradual and immediate—which echo those effecting indigenous people around the world.

Includes more than one hundred black and white -photographs.

David Campion and Sandra Shields met in South Africa, married a year later, and have collaborated for over a decade. Sandra has written for publications including Geist and The Globe and Mail, and David’s photographs have appeared in publications and exhibitions in Canada, Europe, and Africa.

PHOTOGRAPHY + TEXT = PARALLAX

Parallax, a new series of books from Arsenal Pulp Press, explore the far reaches of the modern world, proposing new perspectives on how we see ourselves through the eyes and the words of our most intriguing photographers and writers.

Leading the Transition toward Culturally Responsive-Sustaining Schools brings together the latest educational research and powerful first-person narratives to explore how culturally responsive and sustaining practices can reshape K–12 education for the better.

This timely and essential volume highlights the work of school principals, teacher leaders, student and parent advocates, district administrators, and external consultants who are actively leading change in their communities. Each section pairs research-based chapters with authentic testimonials, followed by expert analysis that draws out key themes and actionable insights. Together, these voices offer a rich, multidimensional portrait of what it takes to create inclusive learning environments.

Leading the Transition toward Culturally Responsive-Sustaining Schools offers a roadmap for navigating systemic challenges with courage, care, and a commitment to justice. A vital resource for practitioners and students of educational leadership, this book charts a path toward schools where all students can thrive.

This two-book set provides essential resources for climate change education—ideal for teachers and students of environmental studies, sustainability, and social justice.

A Field Guide to Climate Anxiety is written for climate-generation students—millennials and Gen Z—who are navigating the emotional and social challenges of climate change. 
    •    Practical focus that empowers readers to move beyond eco-guilt, prevent burnout, and build resilience
    •    Ready-to-assign text that supports student learning and classroom discussions

The Existential Toolkit for Climate Justice Educators provides instructors and TAs with a toolkit to build their climate justice and resilience courses.
    •    Classroom-ready teaching strategies, lesson plans, and activities
    •    Interdisciplinary approaches and student reflections
    •    Integrates emotions, critical thinking, and justice-centered pedagogy

This bundled set forms a comprehensive toolkit for climate change education, giving teachers practical resources to assign in the classroom and students a guide for building resilience and engaging in climate justice.
 

This book contains an Open Access Chapter.

Latinas represent one of the fastest-growing populations in the US, yet Latina faculty in science, technology, engineering, and mathematics (STEM) careers remain underrepresented. Advancing Latinas in STEM Academic Careers shares ideas, strategies, and best practices in the following areas: (1) work-life issues, policies/practices, mentoring, and climate that affect the pathways/pipelines, recruitment, retention, and advancement/leadership of Latinas in academic STEM careers; (2) challenges and opportunities for STEM Latinas across faculty rank and within and outside academia; (3) best practices and lessons learned in the recruitment and advancement of STEM Latinas; (4) intersectionality issues, particularly those related to gender and ethnic diversity in STEM; and (5) pipeline/pathways for advancing Latinas in STEM.

Academic research in STEM is often conducted without the perspectives of members of underrepresented groups, including Latinas. An increase in the number and representation of underrepresented minorities and women in STEM has the capacity to build more informed public policy formulation, discussion, and implementation. Having an inclusive STEM faculty that advances Latinas exposes students to a range of perspectives and experiences, counters stereotypes students might have about Latinas and BIPOC populations, strengthens the pipeline for Latina/o students, and prepares non-Latina/o students to work productively in an increasingly diverse and competitive workforce. The audience for this book includes researchers in STEM equity and Latina/o studies, college and university administrators, and faculty, especially Hispanic Serving Institutions seeking knowledge, best practices, and resources for advancing Latinas in STEM academic careers.

Educational Embodiments: Life Writing the Body focuses on life writing that centers body politics and embodiment in educational spaces. The aim of the book is to consider, examine, and voice the lived, fleshy, textured body as a site of politics, a site of embodied educative experiences, and a site of learning and teaching. Researchers and educators alike have long championed the disembodied researcher and teacher as the ideal collectors and vehicles for knowledge production and emphasized the intellect over the body in pedagogies, analyses, and fieldwork. We are always enfleshed in diverse ways in various locales, always changing, moving, becoming, aging, singing, aching, growing, becoming marred and scarred and stronger and bigger, and smaller again. We are embodied with others, interacting with other body-mind-souls that awaken interrelational proxemics and kinesthetic experiences.

Educational Embodiments offers perspectives from which scholars, teachers, and students can draw to support their work. The 14 chapters in this collection attend to national, international, and local concerns, include varied theoretical and methodological approaches, and reflect a range of class, ethnic, and racial heritages. Chapters consider practical, theoretical, ethical, and educational issues. The authors include established and emerging scholars. The book sparks conversation, debate, and reflection and is a valuable resource that inspires scholarship about how embodied intersections shape the life-writing inquiry process.

Active and Engaging Classrooms: A Practical Exploration of P-12 School Contexts empowers educators to transform their classrooms into vibrant spaces where students actively lead their own learning. This edited volume explores how teachers can design and facilitate learning environments that promote student agency, curiosity, and collaboration. It emphasizes that active and engaging learning is not accidental—it requires intentional planning, responsive teaching, and a deep understanding of how students learn best.

The book offers practical strategies for creating classroom climates that support meaningful participation, including classroom management techniques, systems thinking, and the importance of trust in student-teacher relationships. It also explores how active learning connects with multicultural education and Culturally Responsive Teaching, providing inclusive approaches that resonate with diverse learners. Real-world examples include project-based learning, dual-enrollment courses, problem-solving games, and the integration of multimedia and AI.

Designed for both new and experienced educators, as well as teacher educators, this collection provides a comprehensive look at how to cultivate classrooms where students are not just engaged—but empowered. Whether you're refining your teaching practice or preparing future educators, this book offers the tools and insights needed to foster dynamic, student-centered learning environments.

Teachers matter. Stories matter, too. However, in the context of education, teachers’ stories matter even more. What happens in classrooms -in New Zealand and elsewhere - affects not only the teachers and pupils concerned but also those interested in teaching pedagogy and teaching in general. Teacher stories are a way to tell others about the personal experiences that inform educational environments.

From a Dutch Colony to a New Zealand Classroom: The Teaching Story of Will Potter tells part of the personal and teaching story of one post-primary commerce teacher - Will Potter - who taught in New Zealand from 1958 until 1976. He was also Jacqui Burne’s father. Will’s story has unique features: he was an immigrant who came to teaching later in life at age 51 without a degree or teaching qualifications, English was not his first language, and he went on to write textbooks in his chosen subjects. He also began teaching in the 1950s - a time when school enrollments were increasing, but facilities and teachers were limited. The Thomas Report of 1944, with its emphasis on education of the whole pupil as well as the revised School Certificate and the introduction of new subjects, also shaped the time. Will had a colonial upbringing in what was the Dutch East Indies, now Indonesia, and was also interned in concentration camps during the Second World War. These experiences added to his personal history. Will passed away in 1993.

Will’s story is an intrinsic case study of a rich teaching life. His story helps illustrate a teacher’s life in context revealing how aspects of the time, such as the lack of classrooms in the 1950s, affected teachers’ experiences and pedagogy. From a Dutch Colony to a New Zealand Classroom is vital reading for those interested in the history of education and the biographical and professional insights of teacher stories.

The distinct nature of LGBTQ+ Leadership in Education is often misunderstood, overlooked, and undervalued. This groundbreaking book explores the contributions and transformative potential of LGBTQ+ educational leaders, weaving together personal stories, strategic insights, and critical analysis. Across job functions, contexts, and career stages, it explores the challenges, priorities, and contributions of LGBTQ+ leaders—including educators with multiple marginalised identities.

Grounded in the realities of the UK education sector, LGBTQ+ Leadership in Education highlights the vital role of Diversity, Equity, and Inclusion (DEI) in leadership, recognising the advocacy work of LGBTQ+ leaders and the transformative power of queer networks in shaping institutional cultures. Chapter authors offer a nuanced appreciation of authenticity, visibility, influence, and leadership development, while engaging with queer theory to challenge dominant models that perpetuate inequality.

An essential resource for educators at all levels, it empowers leaders to reexamine, refine, and strengthen their own leadership practice, fostering inclusive and effective educational environments for all.

Winner, Gustavus Myers Outstanding Book Award

The groundbreaking book on race in schools that has become an essential handbook for teachers working to create antiracist classrooms

In the wake of the Black Lives Matter movement and nationwide protests against police brutality, it’s never been more important for educators and parents to ensure they’re cultivating antiracist learning environments. For years, teachers who recognized the importance of cultural responsiveness in the classroom have turned to Everyday Antiracism, the essential compendium of advice from some of America’s leading educators.

Pathbreaking contributors—among them Beverly Daniel Tatum, Sonia Nieto, and Pedro Noguera—describe concrete ways to analyze classroom interactions that may or may not be “racial,” deal with racial inequality and “diversity,” and teach to high standards across racial lines. Topics range from using racial incidents as teachable moments and responding to the “n-word” to valuing students’ home worlds, dealing daily with achievement gaps, and helping parents fight ethnic and racial misconceptions about their children. Questions following each essay prompt readers to examine and discuss everyday issues of race and opportunity in their own classrooms and schools.

Everyday Antiracism is an essential tool for all of the educators and parents who are determined to create not only more just classrooms, but also a more just world.

Contributors include:

• Eduardo Bonilla-Silva
• Prudence Carter
• Thea Abu El-Haj
• Ron Ferguson
• Patricia Gándara
• Ian Haney López
• Vivian Louie
• Maria Ong
• Paul Ongtooguk
• Christine Sleeter
• Angela Valenzuela

A trenchant analysis of how public education is being destroyed in overt and deceptive ways—and how to fight back

“A powerful analysis of the predatory, profit-seeking forces that threaten our nation’s public schools. . . . If you care about the future of our society, read this book.” —Diane Ravitch, author of Slaying Goliath and Reign of Error

In the “vigorous, well-informed” (Kirkus Reviews) A Wolf at the Schoolhouse Door, the co-hosts of the popular education podcast Have You Heard expose the potent network of conservative elected officials, advocacy groups, funders, and think tanks that are pushing a radical vision to do away with public education.

“Cut[ing] through the rhetorical fog surrounding a host of free-market reforms and innovations” (Mike Rose), Jack Schneider and Jennifer Berkshire lay bare the dogma of privatization and reveal how it fits into the current context of right-wing political movements. A Wolf at the Schoolhouse Door “goes above and beyond the typical explanations” (SchoolPolicy.org), giving readers an up-close look at the policies—school vouchers, the war on teachers’ unions, tax credit scholarships, virtual schools, and more—driving the movement’s agenda.

Called “well-researched, carefully argued, and alarming” by Library Journal, this smart, essential book has already incited a public reckoning on behalf of the millions of families served by the American educational system—and many more who stand to suffer from its unmaking. “Just as with good sci-fi,” according to Jacobin, “the authors make a compelling case that, based on our current trajectory, a nightmare future is closer than we think.”

2018 Zora Neale Hurston/Richard Wright Legacy Award (Nonfiction) Finalist

A timely indictment of the corporate takeover of education and the privatization—and profitability—of separate and unequal schools, published at a critical time in the dismantling of public education in America

"An astounding look at America's segregated school system, weaving together historical dynamics of race, class, and growing inequality into one concise and commanding story. Cutting School puts our schools at the center of the fight for a new commons."
—Naomi Klein, author of No Is Not Enough and This Changes Everything

Public schools are among America's greatest achievements in modern history, yet from the earliest days of tax-supported education—today a sector with an estimated budget of over half a billion dollars—there have been intractable tensions tied to race and poverty. Now, in an era characterized by levels of school segregation the country has not seen since the mid-twentieth century, cultural critic and American studies professor Noliwe Rooks provides a trenchant analysis of our separate and unequal schools and argues that profiting from our nation's failure to provide a high-quality education to all children has become a very big business.

Cutting School deftly traces the financing of segregated education in America, from reconstruction through Brown v. Board of Education up to the current controversies around school choice, teacher quality, the school-to-prison pipeline, and more, to elucidate the course we are on today: the wholesale privatization of our schools. Rooks's incisive critique breaks down the fraught landscape of "segrenomics," showing how experimental solutions to the so-called achievement gaps—including charters, vouchers, and cyber schools—rely on, profit from, and ultimately exacerbate disturbingly high levels of racial and economic segregation under the guise of providing equal opportunity.

Rooks chronicles the making and unmaking of public education and the disastrous impact of funneling public dollars to private for-profit and nonprofit operations. As the infrastructure crumbles, a number of major U.S. cities are poised to permanently dismantle their public school systems—the very foundation of our multicultural democracy. Yet Rooks finds hope and promise in the inspired individuals and powerful movements fighting to save urban schools.

A comprehensive, compelling account of what's truly at stake in the relentless push to deregulate and privatize, Cutting School is a cri de coeur for all of us to resist educational apartheid in America.

Wise Black women have known for centuries that the blues have been a platform for truth-telling, an underground musical railroad to survival, and an essential form of resistance, healing, and learning. In this “powerful call to action” (Rethinking Schools), leading advocate Monique Couvson invokes the spirit of the blues to articulate a radically healing and empowering pedagogy for Black and Brown girls. Morris describes with candor and love what it looks like to meet the complex needs of girls on the margins.

Sing a Rhythm, Dance a Blues is a “vital, generous, and sensitively reasoned argument for how we might transform American schools to better educate Black and Brown girls” (San Francisco Chronicle). Couvson brings together research and real life in this chorus of interviews, case studies, and the testimonies of remarkable people who work successfully with girls of color. The result is this radiant guide to moving away from punishment, trauma, and discrimination toward safety, justice, and genuine community in our schools.

Dime-a-dozen ideas for reforming education seem to be everywhere these days but few actually transform the everyday experience of the 50-million-plus students who are regularly subjected to traditional lecturing, note-taking, and rote learning—often with dismal results. Enter Deeper Learning, "a fast read [that] will interest educators who want to produce self-motivated, passionate learners" (Library Journal).

Offering "uplifting" (Kirkus Reviews) anecdotes in what Tom Carroll of the National Commission on Teaching and America's Future calls a "rare blend of inspiration and practical action," Deeper Learning provides a blueprint for creating flexible environments that put students at the helm of their own collaborative learning experience. This paperback edition includes a new foreword by renowned education advocate Russlynn Ali and will empower and inspire educators everywhere to address the need for schools to be genuinely innovative.

“A stunning and heart-wrenching work of nonfiction.”
—Chicago Reader

Winner of the Studs and Ida Terkel Prize

Finalist, Pattis Family Foundation Chicago Book Award

For a century, Chicago’s Roger C. Sullivan High School has been a home to immigrant and refugee students. In 2017, during the worst global refugee crisis in history, its immigrant population numbered close to three hundred—or nearly half the school—and many were refugees new to the country. These young people came from thirty-five different countries, speaking more than thirty-eight different languages.

Published to wide acclaim, Won’t Lose This Dream is the “illuminating” (Times Literary Supplement) story of a public university that has blazed an extraordinary trail for lower-income and first-generation students in downtown Atlanta, the birthplace of the civil rights movement.

“A powerful story of institutional transformation” (bestselling author Beverly Daniel Tatum), Won’t Lose This Dream shows how Georgia State University has upended the conventional wisdom about low-income students by harnessing the power of big data to identify and remove obstacles that previously stopped them from graduating—an earthshaking achievement that is reverberating across every college campus today.

“Drawing on extensive on-the-ground reporting” (Kirkus Reviews), Andrew Gumbel delivers a thrilling, blow-by-blow account of visionary leaders who overcame fierce resistance, and the remarkable students whose resilience and determination inspired the work at every stage. Their success shows how the promise of social advancement through talent and hard work, the essence of the American dream, can be rekindled even in an age of deep inequalities and divisive politics.

“A superb work for anyone interested in higher education” (Library Journal), Won’t Lose This Dream “lays out a persuasive vision for reform” (Publishers Weekly) and a concrete vision of higher ed that works for all Americans.

Originally published as Reminiscences of Friedrich Froebel, this enchanting 1894 account of the German inventor of kindergartens was instrumental in bringing kindergartens to the United States. This lively portrait of a pioneer of modern education is a refreshing reminder of the essential role of play and creative exploration in the development of children. Froebel's methods provide a much-needed antidote to the current emphasis on high-stakes testing and accelerated curricula—a corruption, as Herbert Kohl argues in his foreword, of the original concept of kindergartens as children's gardens of learning.