Search results for award

In schools, a Code Red alert indicates a potential or immediate threat within a building or on a campus and is the signal for a full-scale lockdown of all classrooms. This book, Code Red: Conversations and Solutions for an Educational System in Crisis, presents a variety of voices from teachers, administrators, teacher preparation faculty, college supervisors, and pre-service teacher candidates. These voices are crying “Code Red” because they want a broken system repaired. For them, the system is bleeding, cancerous, and in turmoil, with the expectation that they work under arduous and often dangerous conditions; teachers are underpaid, devalued, exhausted, voiceless, and abused. They face an environment in which politics has replaced learning, students are failing and, in extreme circumstances, walking away from schools or even committing suicide. The political discourse is wrestling control from teachers in certain states. Neurodivergent students are being pushed aside. The altruistic profession of teaching is being reduced to factory work, in which teachers—especially those in their first five years of service—are leaving the profession at staggering rates. The profession itself is at risk of becoming obsolete. The contributors to Code Red believe that the American educational system has entered a moment of crisis. Their voices need to be heard, and their stories and lived experiences should be recognized. The adage is true: the answer to any problem resides with those who own the problem. We cannot create solutions without owning that these issues exist, and all of America owns the education of our children. Therefore, this book provides a dialogic space where everyone involved in the American educational system can reimagine the possibilities of our system and, through this process, begin creating positive and sustainable changes to bring our system out of crisis. In addition to providing a vivid picture of the current state of public schools, the book offers real solutions that can be used to produce healthier, more successful classrooms. It is an invaluable tool for instructors, pre-service teachers, and Colleges of Education administrators.Perfect for courses such as: Introductory Education; Undergraduate Social and Cultural Foundations of Education; Introductory Educational Leadership; Introductory Undergraduate Teacher Preparation; Graduate Foundations of Education; and Introductory MAT Graduate

Student Activism in the Academy: Its Struggles and Promise is a wide-ranging, provocative survey of student activism in America’s colleges and universities that critically analyzes the contentious problems and progress of a movement that has stirred public reaction in and out of academe. Its fundamental purpose is to engage diverse publics in both reasoned and passionate reflection and soul searching on vital issues that surround campus protest, including: strategies for student activismthe role of social media and technology legal questions on campus speechthe dilemmas of political correctness generational differences among student activistsand various forms of student protest related to race, class, gender, and disabilities.Administrators, faculty, students, and student life personnel in higher education—indeed, all those interested in today’s colleges and universities--will want to participate in the timely and productive dialogue within these pages.

This text provides a unique collection of case studies across a wide range of organizations (higher education, K-12 education, military, state and local government administration, non-profit institutions, and agency management, etc.). These cases examine ethical decision-making and organizational and leadership behavioral concepts that are practiced in these organizations. The cases cover topics facing our workforce today and ask the reader to solve the dilemma. Through a discussion of these cases, students apply decision making and organizational and leadership strategies to analyze each case and therefore gain a better understanding of how to effectively lead and manage within their organizations. This text challenges students to think critically and analytically. Students are encouraged to reflect on options a practitioner could use to solve the problem. All of the cases end with an open scenario and a set of questions, allowing students to offer a wide range of opinions and participate in reflective and robust discussions.Perfect for courses such as:Introduction to Ethics | Introduction to Ethical Decision-Making | Principles of Ethical LeadershipEthical Organizations: Principles and Application | Introduction to Organizational Change

How do ideas change practices and people? In Ideas That Changed Literacy Practices, 32 influential scholars in literacy education get personal about how they have worked on ideas and how those ideas have worked on them. Together, the essays offer never-before revealed personal histories of the authors’ published writing about ideas that have shaped the field of literacy education. As a collection, the essays highlight some of the major themes that have guided and changed literacy practices over the last few decades. They also offer a rare glimpse into the complex ways histories of research emerge alongside personal and political influences on policy and practice. The volume includes an introductory chapter by Sumara and Alvermann in which they detail the processes they used in creating a context for the significance of this work. They begin with the premise that most literacy scholars rarely, if ever, reveal their personal and intellectual investments in ideas that have animated their research and other scholarly endeavors. That this observation rang true for all of the contributors was evidenced in their responses to the invitation. For example, some replied by saying this was the most exciting project they had engaged in because it required reflection on what motivated them to write the requested 3,500-word essay; others mentioned they were looking forward to reading what their peers would share. Ideas That Changed Literacy Practices is a unique collection of autobiographical essays that situates literacy learning and teaching in a rich context of personal and professional knowledge that highlights and celebrates the vibrant complexities of the field of literacy education. It is a unique and valuable resource for researchers and educators, whether in K-12 or higher education. Perfect for courses such as: Introduction to Literacy Research ӏ Literacy Research and Methods ӏ Language, Literacy and Culture ӏ Literacy Policy and Practice ӏ Narrative Research ӏ Interpretive Inquiry ӏ Research Methods in Education ӏ Foundations of Literacy Education ӏ Research Methods in Language and Literacy ӏ Popular Culture in Literacy Classrooms ӏ New and Digital Literacies ӏ History of Literacy Practices ӏ Educational Philosophy ӏ Reading and Language Arts ӏ Critical Theory ӏ Poststructuralism ӏ Digital Media Education ӏ Creative Writing ӏ Politics of Literacy

In the challenging world of doctoral studies, where less than 5% of the U.S. population holds a doctorate degree, support and guidance are crucial for success. From ABD to PhD and EdD: Navigating the Final Stretch of Your Doctoral Journey offers a unique and powerful approach to completing your doctoral degree through the often-overlooked strategy of peer mentoring/coaching groups. Drawing from years of experience mentoring doctoral students at prestigious institutions, Dr. Vickie E. Lake presents a comprehensive guide for both faculty and students. This book addresses the critical gap in support that many doctoral candidates face after completing their coursework, a period when guidance is most needed but often least available. From ABD to PhD and EdD is divided into three essential chapters:Doctoral Group Mentoring/Coaching: Learn the fundamentals of establishing and maintaining effective peer support groups. Understand the difference between mentoring and coaching, and how to leverage both for maximum benefit. Strategies for Success: Discover proven techniques for tackling each milestone of your doctoral journey, from comprehensive exams to the dissertation defense. This chapter offers practical advice on pre-writing strategies, time management, and overcoming common obstacles. Resources for Completion: Navigate the often-confusing world of university resources. Learn how to effectively utilize writing centers, librarians, graduate colleges, and professional organizations to support your research and writing process. This book is unique in its dual focus on both faculty and student perspectives. For faculty, it provides a roadmap for establishing and guiding doctoral support groups, addressing the challenges of workload balance and institutional recognition. For students, it offers a lifeline of peer support and practical strategies, especially valuable in an era of declining tenure-track positions and increasing pressure on completion times. From ABD to PhD and EdD doesn't shy away from addressing the current challenges in higher education, including the looming "enrollment cliff" and the decrease in tenure-earning faculty. Instead, it equips readers with the tools to navigate these changing landscapes successfully. Whether you're a doctoral student feeling isolated in your research, a faculty member looking to better support your advisees, or a university administrator aiming to improve completion rates, this book offers invaluable insights. It emphasizes the power of collaboration over competition, showing how peer support can transform the often solitary doctoral journey into a shared path to success. With its blend of personal anecdotes, research-based strategies, and practical advice, From ABD to PhD and EdD is more than just a guide—it's a call to action for a more supportive and effective doctoral education system. By fostering a culture of peer mentoring/coaching, this book aims to not only increase doctoral completion rates but also to cultivate a new generation of scholars equipped to support and guide others. Don't let the challenges of doctoral studies overwhelm you. Discover the power of peer support and expert guidance with From ABD to PhD and EdD – your roadmap to achieving your doctorate and beyond.

Focus Groups: Culturally Responsive Approaches for Qualitative Inquiry and Program Evaluation takes an in-depth look at how culturally-responsive focus groups are developed and implemented within the context of qualitative inquiry broadly, and program evaluation more specifically. The book showcases various forms of focus groups and how they can be responsive to specific communities across different disciplines. This book provides: an historical perspective on focus groupsa theoretical foundation helpful for supporting focus groups with marginalized groups, vulnerable populations (older adults, children), and participants within non-Western settingsbasic procedures for conducting focus groupsguidelines for cultural responsiveness andcase examples of alternative approaches to focus groups that target specific communities and those in different contexts. It also considers ethical issues around the use of culturally responsive focus groups, while providing guidance on analyzing and interpreting your data and establishing the credibility of your study. Focus Groups is an information rich resource for qualitative researchers and program evaluators at various levels who want to learn about or enhance their knowledge on designing and conducting culturally responsive focus groups.Perfect for courses such as:Foundations of Culturally Responsive Focus Groups | Culturally Responsive Approaches to Program Evaluation Practicing Qualitative Program Evaluation | Qualitative Research: Culturally Responsive Methods | Focus Groups in Research | Introduction to Qualitative Methods | Methods in Educational Research | Program Evaluation Practice | Designing Qualitative Research

Using details from California’s unique, diverse social and political history makes the potentially dry foundations course into a very personal and dynamic topic for students to wrap their minds around. The book is a critical analysis of the evolution of educational policies that frame teachers’ and students’ roles and responsibilities in the historical and contemporary context of public education and thoroughly covers topics such as school segregation; the political structure of the state; bilingual education, school funding, NCLB, school choice, how policies arise and how they are legislated. Perfect for courses such as:Educational Foundations | Social Foundations of Education | Introduction to Teaching Multicultural Education | Curriculum and Instruction

Antonia Darder is a Puerto Rican and American scholar, artist, poet, song writer and activist. She holds the Leavey Presidential Endowed Chair in Ethics and Moral Leadership in the School of Education at Loyola Marymount University. Her scholarship is known around the world and her efforts have earned her a large number of academic awards, including the Scholars of Color Distinguished Career Contribution Award by the American Education Research Association. Three critical Darderean scholars (Kortney Hernandez, Sharon Cronin, and Eduardo Lopez), who have been lovingly mentored, empowered, and challenged by Darder, and who have developed their critical consciousness through the soulful educational wisdom of Darder, have come together to embrace the (im)possible task of curating a volume of some of her most powerful educational scholarship. This volume includes Antonia Darder’s central writings on the topics of language, culture, inequality, and education. If one were to “read” Darder, as Paulo Freire encouraged us to “read the word and the world,” her works would speak volumes of her unwavering commitment to the struggle for liberation and an emancipatory vision of the world. This is embodied in all aspects of her work as the range of her scholarship spans across mediums and decades. The Antonia Darder Reader is essential reading as a keystone volume in multiculturalism, critical studies, cultural studies, and many other disciplines.Perfect for courses such as: Social and Cultural Foundations of Education; History and Philosophy of Education; Teacher Education; Bilingual Education; Latinx and Education Studies; Critical Pedagogy; Critical Theory, Race and Education; Sociology of Education; Culturally Responsive Teaching; Social Justice and Research; Methodology

Can transformation be the primary goal of autoethnographic research? In this book, the authors present a compelling case that this is indeed possible. Since autoethnography first appeared as a nascent approach to social inquiry, much has been written about it as a useful addition to the field of qualitative research methods. Over the years, its usage has been extended across various disciplines including the humanities, human services, social sciences, leadership studies, engineering, education, counseling, and even medical education. Notably, the primary function of autoethnography to advance our understanding around sociocultural phenomena has been increasingly paired with a parallel function of the many ways in which this research method can also contribute to practice. However, though its contribution to scholarship is well documented, less has been written about its practical usage as the focal point of inquiry. Yet there is growing evidence that one of the emerging strengths of autoethnography is its transformative capabilities. In Transformative Autoethnography for Practitioners, Hernandez, Chang and Bilgen turn the spotlight on autoethnography as a tool for practitioners where the primary goal is to solve real world problems by facilitating transformational change at the individual, group and/or organizational levels. They draw on existing scholarship as well as their collective work and expertise to provide a Transformative Autoethnographic Model (TAM) for use by practitioners who are intent on effecting such changes in their respective contexts. The book contains seven chapters. Chapters One through Three provide the theoretical grounding for a transformative autoethnography model. Chapter One begins with a broad overview of autoethnographic research and the unique characteristics of this method that makes it especially suited for effecting transformational learning. In chapters Two and Three, the authors provide a quick review of the literature relevant to individual autoethnography and collaborative autoethnography respectively. Each chapter discussion is centered around explicating the transformative elements of the method as well as how it is able to effect change at the individual, group, and organizational level. Chapters Four through Six focus on the praxis of transformative autoethnography. In Chapter Four, the transformative autoethnography model (TAM) is presented in detail and templates are provided for its application. Chapters Five and Six show the application of the TAM in a variety of settings. The book ends with a final chapter discussion on the continuing evolution of autoethnographic explorations, as well as future applications for the TAM model in a fast changing digital landscape. Perfect for courses such as: Research Methods in the Social Sciences | Qualitative Research Methods | Narrative Research | Advanced Qualitative Research Methods | Coaching and Consulting | Leading Change

This new and innovative book, Improving Your College Courses: A Guide for Engaging in Digital Learning, provides instructors from any discipline with a guide for improving course quality and engaging learners in digital learning environments. It inspires professional development and learning (PDL) by making available an indispensable resource for higher education faculty seeking to enhance their teaching practices, propel meaningful experiences, and improve student outcomes. Instructors and administrators will want to read this research-informed, practical book authored by faculty with expertise in digital learning environments. All of them have published on this topic, some earning digital certifications and online teaching awards. Faculty and administrators attracted to a blend of theoretical insights and practical applications will welcome a solid resource for instructors engaged in continuous course improvement and PDL. At the same time, administrators overseeing faculty development as well as mentoring coordinators who sponsor PDL around instructional effectiveness and ethics will benefit from the use of the volume. Professors will find strategies that can be immediately implemented in their courses, making them a valuable tool for PDL. It will be a “must have” for new instructors and faculty who are adapting their teaching for a digital world. The book covers essential topics including course introduction; content and materials; engagement activities; accessibility and usability; and support strategies; as well as practical methods such as case studies, glossary, and appendix and supplementary materials with web content. Improving Your College Courses features pictures, figures, drawings, charts, and graphs designed to clearly illustrate the steps and concepts narrated. This book is designed to be an indispensable resource for educators seeking to enhance their teaching practices and improve student outcomes.Carol A. Mullen is the recipient of the 2026 Excellence in Research Award, AERA Division A: Administration, Organization, and Leadership. Watch a clip of her acceptance speech at: https://youtu.be/W5Ao9bGZrF0