Browse by title

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.

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.

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!

Recent inquiries into teacher practices for inclusion have shown that teachers are increasingly challenged by dilemmas of practice that complicate their commitments to equity for students from historically marginalized communities, including students with disabilities. This book seeks to understand the ways that teachers’ engagement with schooling contexts produces forms of inclusive practice that are varied, unpredictable and shifting. The authors' purpose is not to critique these teachers, nor to hold them up somehow as exemplary inclusive educators. Rather, the goal is to disclose the varied, continually developing and shifting trajectories of practice that encompass the struggles and contradictions that are necessarily subsumed in this work. Simultaneously, these teachers were invited to participate five years later in order for the authors to document and understand their shifting perspectives.

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.

This book seeks to (1) familiarise Translation and Interpreting (T/I) students/researchers/scholars with different qualitative and quantitative (various statistical and mathematical formulae and equations) techniques when analysing and interpreting results/findings; (2) make T/I students, researchers, and scholars more critical and prudent readers of both qualitative and quantitative research methods; (3) improve the quality of T/I scholars’ research papers employing various qualitative and quantitative research methods; and (4) facilitate the teaching/instruction of qualitative and quantitative research methods in T/I classrooms.

Unlike most translation and interpreting research books, this book discusses both qualitative and quantitative aspects of T/I studies. It also proposes some new and updated information regarding translation assessment and evaluation products. This text also covers the applicability of abstracting and indexing as most translation and interpreting students are not familiar with journal metrics regarding where and how to publish their research papers. Last but not least, the book includes different translation and interpreting examples, Learn More! and Read More! sections which add to the book.

Students of Trauma: A Handbook for Classroom Teaching in an Environment of Suffering provides school educators and those who work with them with practical strategies for working with students who have experienced trauma and express that through depression, aggression, anxiety, hyperactivity, and suspicion. This handbook, based on current educational research and on the accumulated experiences of actual teachers, provides clear and implementable guidance to individuals working in a school or classroom setting with young people who have experienced tremendous trauma in life. The issue of trauma-informed instruction has received significant consideration in recent years and rightly so, however, what sets this book apart is its emphasis on specific and direct actions and attitudes that teachers can take today to make a meaningful and 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.

Bilingualism and Bilingual Education: Conceptos Fundamentales explores relevant concepts of bilingualism for pre-service Spanish/English bilingual teachers in the United States. This volume is reader friendly while presenting complex theoretical content. It is the first of its kind to seamlessly switch between English and Spanish languages for academic purposes. This book fills a gap in the academic literature related to translanguaging as a modern and global phenomenon. The authors invite bilingual educators to develop translingual classrooms with bilingual students in which academic English and Spanish are intentionally mixed. Volume contributors center their discussions on theory, practice, and action as they reflect on their own bilingual journeys. Features such as glossary terms, discussion questions, and intentional reflection on each author’s bilingual journey make it innovative and a must read in all bilingual teacher preparation programs in the nation.