Education

Professional Development Schools are complex and comprehensive school university partnerships focusing on professional development of new teachers and veteran teachers while providing high quality education to P-12 students. The chapters of this book contain the stories of 8 highly successful and nationally recognized professional development schools. Each story provides the reader with practical ideas, procedures and policies that can be implemented by the reader to begin new partnerships or help improve and sustain existing partnerships.

Each chapter discusses the rich clinical preparation combined with progressive experiences in PDSs that have made the partnership successful. The diverse authors from several different states describe their efforts to forge PDS partnerships to develop and deliver high quality teacher preparations, practical experiences for teacher candidates, and simultaneously provide professional development for experienced practitioners.

The book will be a valuable resource to school and university faculty and administrators as they transition to a partnering model of clinical preparation for teacher candidates: it will help stakeholders decide if their schools and institutions are ready to commit to a partnership, and highlight the benefits they stand to gain. The book also realistically addresses challenges in a way the reader can prepare for to reduce obstacles in establishing and sustaining PDSs.

The American Educational History Journal is a peer-reviewed, national research journal devoted to the examination of educational topics using perspectives from a variety of disciplines. The editors of AEHJ encourage communication between scholars from numerous disciplines, nationalities, institutions, and backgrounds. Authors come from a variety of disciplines including political science, curriculum, history, philosophy, teacher education, and educational leadership. Acceptance for publication in AEHJ requires that each author present a well-articulated argument that deals substantively with questions of educational history.

The Quarterly Review of Distance Education is a rigorously refereed journal publishing articles, research briefs, reviews, and editorials dealing with the theories, research, and practices of distance education. The Quarterly Review publishes articles that utilize various methodologies that permit generalizable results which help guide the practice of the field of distance education in the public and private sectors. The Quarterly Review publishes full length manuscripts as well as research briefs, editorials, reviews of programs and scholarly works, and columns. The Quarterly Review defines distance education as institutionally based formal education in which the learning group is separated and interactive technologies are used to unite the learning group.

Service-Learning for Diverse Communities: Critical Pedagogy and Mentoring English Learners (2nd Edition) provides a foundation for understanding service-learning (SL) practices for those working with English Learners or pre-service teachers who have ELs in their classroom. Through three distinct parts, this text guides the reader through the core values of SL and provides specific examples and models of SL practices with ELs in the classroom and encourages leadership and advocacy in the school community. This book contributes to the understanding of SL models and how this educational approach to learning can enhance understanding of English Learners in the community.

In this new edition, there are many critical updates to research practices and application. The book updates all chapters related to pedagogical practices, TESOL Standards, Critical Pedagogy, and Assessment. In addition to updating the TESOL Standards, the WIDA Standards have been added and incorporated into current SL practices. Two additional chapters focus on infusing technology into service-learning, discussing Digital Badging in assessment and Virtual Tutoring models. English learner needs are expanded to include Dual Language as an important model for teaching. The last chapter presents a compelling argument for instructors who utilize service-learning in their classrooms to participate in a service-learning opportunity as a student to gain insight into the student service learning experience.

Other to Other (O2O): Expanding successful engagement outside your comfort zone is written from an operational perspective. The O2O model was developed to be used with persons and contexts across a range of races, ethnicities, gender identities, ages, abilities, experiences, and environments. The four components of the O2O model: knowledge, skills, personal characteristics, and motivation, are introduced and discussed separately, with an analysis and, an incomplete list of the many knowledge, skills, and personal characteristics embedded in successful engagement with Other.

Although the first three components are presented in their higher level of knowing, discussion is provided around task analysis and scaffolding of the knowledge and skills. Motivation, the fourth component, is discussed using the Value*Expectation*Cost theory. This theory is described as is the motivation necessary for successful O2O engagements. Examples applying each component in different contexts are provided. Finally, the nonlinear, developmental, intertwined, and dynamic aspects of the O2O model are described.

The Quarterly Review of Distance Education is a rigorously refereed journal publishing articles, research briefs, reviews, and editorials dealing with the theories, research, and practices of distance education. The Quarterly Review publishes articles that utilize various methodologies that permit generalizable results which help guide the practice of the field of distance education in the public and private sectors. The Quarterly Review publishes full length manuscripts as well as research briefs, editorials, reviews of programs and scholarly works, and columns. The Quarterly Review defines distance education as institutionally-based formal education in which the learning group is separated and interactive technologies are used to unite the learning group.

Este libro examina las experiencias sociales y educativas de una población creciente pero poco estudiada de jóvenes inmigrantes en EE.UU., centrándose en estudiantes multilingües que hablan una de tres lenguas indígenas: zapoteco, mixteco y p’urhépecha. Explora las identidades etnoraciales de los estudiantes, el uso de sus lenguas indígenas y sus prácticas transnacionales, así como la influencia de estos factores en su adaptación escolar, rendimiento académico y trayectorias educativas. Este estudio de métodos mixtos, realizado durante tres años en contextos semiurbanos, urbanos y rurales, analiza entrevistas con estudiantes y docentes, así como datos de encuestas, para ofrecer un panorama de cómo los estudiantes indígenas desarrollan sus identidades sociales. También examina la influencia de sus compañeros y docentes mexicanos no indígenas. El libro resalta nuevos desarrollos en la heterogeneidad cultural y lingüística de la comunidad latina y en las relaciones raciales/étnicas dentro del grupo, brindando información valiosa a legisladores y educadores sobre los estudiantes inmigrantes indígenas y cómo apoyar eficazmente su multilingüismo, el desarrollo de su identidad étnica y su éxito educativo. Esta traducción de Culturally Responsive Schooling for Mexican Indigenous Students proporciona un recurso en español para educadores, legisladores e investigadores en EE.UU. y América Latina.

An English-language edition of this book is also available at: https://multilingual-matters.com/page/detail/?K=9781800417526.

Professional Development Schools are complex and comprehensive school university partnerships focusing on professional development of new teachers and veteran teachers while providing high quality education to P-12 students. The chapters of this book contain the stories of 8 highly successful and nationally recognized professional development schools. Each story provides the reader with practical ideas, procedures and policies that can be implemented by the reader to begin new partnerships or help improve and sustain existing partnerships.

Each chapter discusses the rich clinical preparation combined with progressive experiences in PDSs that have made the partnership successful. The diverse authors from several different states describe their efforts to forge PDS partnerships to develop and deliver high quality teacher preparations, practical experiences for teacher candidates, and simultaneously provide professional development for experienced practitioners.

The book will be a valuable resource to school and university faculty and administrators as they transition to a partnering model of clinical preparation for teacher candidates: it will help stakeholders decide if their schools and institutions are ready to commit to a partnership, and highlight the benefits they stand to gain. The book also realistically addresses challenges in a way the reader can prepare for to reduce obstacles in establishing and sustaining PDSs.

Racism by Another Name: Black Students, Overrepresentation, and the Carceral State of Special Education is a thought-provoking and timely book that provides a landscape for understanding and challenging educational (in)opportunities for Black students who are identified for special education. This book provides a historical and contemporary analysis through the eyes of Black children and their families on how they navigate and push against inequitable schooling, ways they are reframing discourse about race, dis/ability, and gender in schools, how educators, administrators, and school counselors contribute to disproportionality in special education, and ways that parents are collectively organizing to dismantle injustices and the carceral state, or criminalization, of special education.

Each chapter provides a ground level view of what Black students with dis/abilities experience in the classroom, and examines how the intersection of race, dis/abilty, and gender subject Black students to dehumanizing experiences in school. This book includes qualitative and quantitative approaches to exploring the material realities of Black students who are isolated, whether in separate or general education classrooms. Drawing from Critical Race Theory, DisCrit, Critical Race Feminism, and other race-centered frameworks this book challenges dominant norms of schools that reinforce inequality and racial segregation in special education.

At the end of each chapter the authors present practitioner-based notes and resources for readers to expand their knowledge of how Black students, their family, and guardians advocate for themselves and their own children. This book will leave educational advocates for Black children with a clearer understanding of the obstacles and successes that they encounter when striving for a just and equitable education. Furthermore, the book challenges readers to be active agents of change in their own schools and communities.

Este libro examina las experiencias sociales y educativas de una población creciente pero poco estudiada de jóvenes inmigrantes en EE.UU., centrándose en estudiantes multilingües que hablan una de tres lenguas indígenas: zapoteco, mixteco y p’urhépecha. Explora las identidades etnoraciales de los estudiantes, el uso de sus lenguas indígenas y sus prácticas transnacionales, así como la influencia de estos factores en su adaptación escolar, rendimiento académico y trayectorias educativas. Este estudio de métodos mixtos, realizado durante tres años en contextos semiurbanos, urbanos y rurales, analiza entrevistas con estudiantes y docentes, así como datos de encuestas, para ofrecer un panorama de cómo los estudiantes indígenas desarrollan sus identidades sociales. También examina la influencia de sus compañeros y docentes mexicanos no indígenas. El libro resalta nuevos desarrollos en la heterogeneidad cultural y lingüística de la comunidad latina y en las relaciones raciales/étnicas dentro del grupo, brindando información valiosa a legisladores y educadores sobre los estudiantes inmigrantes indígenas y cómo apoyar eficazmente su multilingüismo, el desarrollo de su identidad étnica y su éxito educativo. Esta traducción de Culturally Responsive Schooling for Mexican Indigenous Students proporciona un recurso en español para educadores, legisladores e investigadores en EE.UU. y América Latina.

An English-language edition of this book is also available at: https://multilingual-matters.com/page/detail/?K=9781800417526.

Whether it’s dealing with regional economic disparities, global geopolitical upheaval, climate change, or the impact of new technologies such as artificial intelligence, we are living in pivotal times.

To mark its 60th anniversary in 2025, this accessible book from Alliance Manchester Business School outlines in detail how business schools can play a significant role in confronting these huge challenges, and equip the next generation of business leaders with the skills they need to embrace them.

Informing public and political debate on the role of business in both the causes and solutions to our biggest challenges the book offers a rethinking of the role of business in society. It will also discuss specific examples of how collaborations with business are leading to impact and change in society.

Featuring a range of thought-provoking essays co-authored by eminent academics and business leaders, this collection will challenge the status quo and outline how business and management research is helping address grand challenges, generate economic growth, inform policy development, and define business thinking over the next generation.