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Forthcoming.

The author of this book formulates a general thesis that in the academic culture, since the emergence of the first universities until this very day, two types of that culture have competed with each other, i.e., a corporate and templar one. In his remarks, the author tries to highlight it through the presentation of:

1. The functioning of academia in different time periods, 2. The beliefs of scholars, 3. The ways scholarly achievements have been evaluated, 4. The legal acts for science and academia. A considerable part of this study is devoted to the analysis of the Polish academic culture, including the attempts of adjusting the existing standards of conducting research and educating students to the ones prevailing in the leading Western countries.

From their founding, Greek letter organizations have maintained legacies of exclusion that have particularly targeted minoritized people including Black, Indigenous, People of Color as well as queer and transgender individuals. In response to larger societal oppression and, more specifically, historical discriminatory practices within historically white sororities and fraternities, culturally-based sororities and fraternities emerged to serve and lift up minoritized communities. Culturally-based sororities and fraternities (CBSFs) include Asian American, Black, Latinx/a/o, LGBTQ, Multicultural, and Historically Native American sororities and fraternities. Unfortunately, conversations on sorority and fraternity life (SFL) have prioritized historically white organizations, perpetuating the same legacies of oppression that led to the formation of culturally-based groups to begin with. This book is a form of resistance to these power dynamics and brings to light the histories, legacies, and strengths of CBSFs as well as ways to re-envision equitable support for these organizations. This book will be instrumental to SFL practitioners, (inter)national sorority and fraternity leadership, and for all SFL members in their efforts to increase their awareness of CBSFs. Additionally, campuses are increasingly embracing opportunities to understand minoritized students’ experiences on campus and to center equitable practice. This book could be used during professional development workshops for deans, faculty, and student affairs professionals to consider how well they are supporting minoritized students and, more specifically, those who are in culturally-based sororities and fraternities. This text can also serve as an important resource for college courses focused on college students, student affairs, and social justice in higher education.

Online learning, blended learning, socially distanced classrooms, educational technology, safety protocols, instructional models, organizational logistics, and educator burnout are all realities presented by the toggled term. Navigating the Toggled Term: A Guide for K-12 Classroom and School Leaders sets the stage not only for the present but also well into the future to help K-12 classroom and school leaders navigate online learning, blended learning, integrating educational technology tools with effective research-based instructional strategies, and moving between various educational settings at the instructional and organizational level. This book provides experienced and novice classroom teachers and school leaders with best practice instructional and organizational frameworks integrated with mainstream educational technology tools to navigate the challenges of teaching students of all ages in an ever-changing world. Beyond the major instructional and organizational frameworks, this book touches on differentiating instruction for all learners, communicating to students and families within digital environments, and provides strategies for educator self-care. Last, this book includes teacher and school leader voice in the form of twelve narrative case studies of practicing educators that align with each chapter’s theme to show the strategies and frameworks in motion for readers.

Centers for teaching and learning all face the same dilemma: In a context where faculty are not required to partake in our services, how do we provide transformative learning experiences to which faculty willingly give their limited time? The answer, Maria B. Hopkins and Rachel Bailey Jones propose, is to move away from a workshop model of faculty development and toward a model that supports the kinds of connections among faculty that lead to self-sustaining growth and development. This edited book provides a breadth of innovative alternatives to fixed-schedule faculty development workshops that faculty are rarely attending due to the increasing complexity of their professional lives. The audience for this book is higher education administrators, faculty, and staff responsible for faculty development related to teaching and learning. Each chapter provides a detailed description of a faculty development initiative in practice at our respective institutions that provide opportunities for creativity, adaptability, and collaboration among faculty. Public, private, and community colleges, small and large, research-focused and teaching-focused institutions are represented. The editors have taken on this project because this is the resource they wish they had when they began their work as directors of the teaching lab at their institution.

Games enable children to practice emotions in spaces that are free from actualized consequences. With thoughtful guidance, games can help children manage emotions, perspective-take, demonstrate empathic concern, and exhibit prosocial behaviors.

Emerging research suggests that these competencies—also known as social and emotional learning (SEL) skills—are, in fact, teachable. In Gaming SEL: Games as Transformational to Social and Emotional Learning, Matthew Farber investigates the rich opportunities games have in supporting SEL skill development. Experts from the fields of education, game development, and SEL—including folks from CASEL, the Fred Rogers Center, Greater Good in Education, iThrive Games, Minecraft Education, and UNESCO MGIEP—share advice.

Games themselves cannot be responsible for children’s learning. Having a supportive educator or caregiver guiding experiences can be crucial. This book also includes recommendations for embedding games in classrooms in ways that support meaningful SEL skill development. Regardless of your experience, content area, or grade level, this book is for you!

This book purposefully connects practice to research, and vice versa, through the use of deeply personal stories in the form of autoethnographic memoirs. In this collection, twenty contributors share selected tales of teaching students with dis/abilities in K-12 settings across the USA, including tentative triumphs, frustrating failures, and a deep desire to understand the dynamics of teaching and learning. The authors also share an early awareness of significant dissonance between academic knowledge taught to them in teacher education programs and their own experiential knowledge in schools. Coming to question established practices within the field of special education in relation to the children they taught, each author grew increasingly critical of deficit-models of disability that emphasized commonplace practices of physical and social exclusion, dysfunction and disorders, repetitive remediation and punitive punishments. The authors describe how their interactions with children and youth, parents, and administrators, in the context of their classrooms and schools, influenced a shift away from the limiting discourse of special education and toward become critical special educators and/or engage with disability studies as a way to reclaim, reframe, and reimagine disability as a natural part of human diversity. Furthermore, the authors document how these early experiences in the everydayness of schooling helped ground them as teachers and later, teacher educators, who galvanized their research trajectories around studying issues of access and equality throughout educational structures and systems, while developing new theoretical models within Disability Studies in Education, aimed to impact practices and policies.

Imagine the hours and weeks after you've witnessed a school shooting. You run the emotional gamut between disorientation and severe anxiety. When you return to the classroom, you're unsure how to cope. Your classroom used to be a safe space; is it still? In this book, the experience of two teachers before, during and after they witnessed school shootings are analyzed to determine the effects of these incidents on their lives. In one case, a teacher who observed a shooting of one student by another, struggled with severe Post-Traumatic Stress Disorder. Her issues, along with actions by school administration, led to her psychological disability. In the second case, at a different school, another teacher watched a gunman randomly firing at students; he was able to continue teaching. A comparison helps to understand the psychological and organizational factors that affect educators who witnessed a school shooting.

This book would be critical in courses training school administrators, and for those teaching graduate research courses. In addition, this would be useful for mental health professionals and emergency responders seeking to get a glimpse into what teachers who witness school shootings are going through.

Teachers are increasingly challenged by dilemmas of practice as they negotiate their commitments to equity for students from historically marginalized communities, including students with disabilities, against the demands of their school settings. This book seeks to understand the ways in which teachers’ engagements with their schooling contexts evoke varied forms of inclusive practice. It narrates the experiences of seven novice teachers who entered the field deeply committed to inclusive practice. It documents their conflicts, joys and struggles within the collectivities in which they were embedded. In doing thus, the book discloses the many unpredictable trajectories of practice that encompass the complex work of teaching for inclusion.

Students of Trauma: A Handbook for Classroom Teaching in an Environment of Suffering provides educators with real world strategies for working with students who have experienced trauma and who express that trauma through depression, aggression, anxiety, hyperactivity, and suspicion. This handbook, based on current educational research and on the experiences of actual teachers, provides practical guidance to individuals working in schools with hurting young people. What sets this handbook apart from other trauma-informed education texts is its emphasis on specific and direct actions and attitudes that teachers can take today to make a powerful difference in the lives of their most troubled students. Students of Trauma will be a helpful addition to the libraries of classroom teachers, their administrators, and those who train them.