PRODUCTS

Promoting a growth mindset in PreK-12 schools is a valuable educational trend, based on the idea that students who believe they can grow and improve will succeed more easily. However, when students struggle academically, there’s often an undergirded assumption that they—and sometimes their families—are not trying hard enough or they just need to fit into a standardized mold. This deficit thinking places blame on students’ perceived limitations and can lead to lower expectations or biases toward students who come from diversified backgrounds, encompassing ability, socioeconomic status, race, language, gender, or culture. As an alternative approach, this book promotes the universal adoption of Asset-Based Practices (ABPs). ABPs encourage educators to see and honor the strengths in each student’s identity. ABPs shift our focus to the assets that students and families bring into the classroom, viewing differences as resources rather than obstacles. This means recognizing and building on students’ cultural, linguistic, and community-based knowledge to make learning richer and more inclusive for everyone.
Implementing an asset-based approach can transform our classrooms. Research shows that students perform better and feel more motivated when they’re recognized and valued for who they are. Bringing students’ lived experiences into the curriculum can help them develop positive identities and a stronger sense of belonging, which boosts their academic and social growth. Instead of focusing on “fixing” students, ABPs ask us to adapt our teaching to connect with students’ cultural backgrounds and experiences, coupled with recognizing the wealth of knowledge that students bring from their families and communities.
Switching to an asset-based approach helps us move away from simply encouraging perseverance or grit in students. Instead, it invites us to take responsibility for creating an environment where every student feels they belong and can succeed. With ABPs, we’re able to create more inclusive and affirming classrooms for all students, where their identities are seen as strengths, not obstacles, and where their cultural, linguistic, and community knowledge is a foundation for learning.
Innovative and creative methodologies and practices that aspiring and practicing educators can use right away are the primary focus of this book. Because the editors and contributors are former or current PreK-12 practitioners, and many are also educational scholars, this book is written for a broad educational audience. Moving from Trendy Growth in Favor of Asset-Based Mindsets is for both preservice and practicing teachers across PreK-12 grade levels, school types, and geographic regions looking to improve their practice. To accomplish this, the editors and contributors provide entry points for transforming the educational landscape in favor of liberatory, asset-based practices in PreK-12 schools.
Additionally, this book is ideal for teacher and administrator preparation programs, as well as PreK-12 professional development, because it guides readers through theoretical and empirical discussions, supported by hands-on applications that enable real-time application, and concludes with interactive features, like case studies, extension activities, and discussion prompts.
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In Transforming Teaching Through the Cycle of Care: A Comprehensive Guide to Empowering Education Through Relationships, Listening, Thinking, and Responding, author Mona Beth Zignego introduces a groundbreaking model that reshapes the way educators approach their profession. Drawing from decades of experience as a teacher, mentor, and researcher, Zignego offers a unique perspective on the vital role of care in the classroom. Through her "Cycle of Care" model, she breaks down the process of care into four critical elements: relationships, listening, thinking, and responding. This powerful framework is designed to help teachers not only support their students academically but also foster environments of trust, empathy, and social justice.
Zignego dives deeply into real-life examples from her own experience and research, illustrating both the profound impact of care on student outcomes and the devastating effects of its absence. From stories of students like Emily, who struggled under an uncaring teacher’s response, to educators like Mr. Price, who embodied the very essence of care in his practice, Transforming Teaching Through the Cycle of Care illuminates the path toward transformative education. A key focus of the book is the concept of self-directed care for teachers—a practice Zignego argues is essential for preventing burnout and for sustaining a healthy, effective teaching career. She acknowledges the emotional, physical, and professional challenges teachers face and provides practical tools to help them navigate these challenges while maintaining a caring, student-centered approach. With exercises like the "Emotionater Tool" and the "Teaching Identity Map," she guides teachers in reflecting on their own needs, biases, and emotional well-being, ensuring that care is directed not only at students but also at themselves.
This book is an invaluable resource for teachers, administrators, and anyone involved in education who wants to cultivate a nurturing and inclusive learning environment. Zignego’s insights remind us that care is the foundation upon which all meaningful education is built, and that by embracing care in teaching, we can create classrooms where every student feels seen, valued, and capable of success. Whether you are a new teacher seeking guidance or an experienced educator looking to deepen your practice, Transforming Teaching Through the Cycle of Care offers the inspiration and tools you need to transform your teaching through the power of care.
Perfect for courses such as: Foundations of Culturally Responsive Teaching; Principles of Classroom Management and Relationships; Introduction to Social and Emotional Learning in Education; Educating for Equity and Social Justice; Foundations of Culturally and Linguistically Responsive Practice; Introduction to School Leadership and Improvement; Teaching in a Diverse Society; Supportive Classroom Communities; Sociocultural Perspectives in Education; and Teacher Leadership and Professional Collaboration
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PreK-12 schools across the United States are adopting social and emotional learning (SEL) programs for both students and educators. However, most of these schools are adopting non-contextualized, trendy, and traditional SEL programs, in which students and educators are conditioned to apply certain knowledge and skills that speak to only a small subset of students rather than utilizing authentic, equity-driven SEL models. As such, SEL programming must be transformed and sustained to reflect new and shifting identities of both students and educators, like the expanding ability, cultural, gender, linguistic, race, religion, and socioeconomic formations and their intersections, as well as tensions within predominantly white institutions.
Moving from Trendy to Transformative Social-Emotional Learning presents a diverse collection of chapters that discuss authentic and contextualized equity and justice models that are focused on the possibilities of transformative SEL programming. The book’s primary focus is on innovative and creative methodologies and practices that aspiring and practicing educators can use right away. Because the editors and contributors are former or current PreK-12 practitioners and/or educational scholars, this book is written for a broad educational audience. Directed to both preservice and practicing teachers across PreK-12 grade levels, school types, and geographic regions looking to improve their practice, the text provides entry points for transforming the SEL landscape in favor of liberatory, justice-based, and equitable practices. Additionally, this book is ideal for teacher and administrator preparation programs, as well as PreK-12 professional development, because it guides readers through theoretical and empirical discussions, punctuated by hands-on applications that enable real-time application, and concludes with interactive features, including case studies, extension activities, and discussion prompts.
Specific topics include enacting culturally-relevant SEL; addressing youth mental health through cultivating authentic belonging and mindfulness in classrooms; equitable SEL curricular and pedagogical practices; developing adult SEL; culturally-grounded identity development, ensuring safe environments for building identity and relationships; and SEL in teacher education and mentorship.
Perfect for courses such as: Introduction to Educating For Equity And Social Justice; Introduction to Cultivating Culturally Responsive Classrooms; Foundations of Classroom Management; Introduction to Diversity, Equity, and Inclusion in Schools; Principles of Professional Collaboration In Education; Introduction To School Improvement, Introduction to Teacher Leadership And School Improvement; Introduction to Curriculum, Instruction, and Assessment; Principles of Building Classroom Communities; Principles of Teaching Diverse Learners; Principles of Youth Voices in Education
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Food Stories: Navigating the Academy with Cultural Lessons from the Kitchen is the first volume in the series Culinary Canvas: A Series on Integrating the Arts and Food into Higher Education. The purpose of the series is to explore the innovative integration of arts and food into higher education. Each volume aims to inspire a paradigm shift in academia, advocating for a more holistic, creative, and inclusive approach to learning, teaching, researching, serving, and existing in the academy.
In the present volume, Food Stories makes the case that food, and the culture surrounding food, is a closely held--and powerful--reality that shapes who we are as individuals, as members of varied communities, and invariably, informs who we are as educators and researchers. This book gives space for the authors to explore not only the impact that food and culture have had, and continue to have, on them as individuals, how that culture and experiences impact them as members of the academy (in teaching, research, and service), but also in providing some guidance to graduate students and junior faculty. In effect, chapters explore navigating academic work (teaching, research, and service) through the lens of food and the transferable lessons that can be gleaned from our grandmothers’, mothers’, fathers’, and our own kitchens.
It is often the case that higher education fosters both imposter syndrome and a workaholic disposition that can be detrimental to teaching and research. What this book does, then, is to not only explore the ways in which what may seem as non-academic work such as cooking a meal can have on our work/life balance but, also, how to incorporate the very lessons of food into who we are as educators, how we teach, and how we can approach the work we do more broadly.
Through carefully curated chapters, this text presents a wide array of perspectives across food and cultural regions, as well as imparting insights from the academy from authors spanning the spectrum of the career. It is an important book full of valuable lessons for graduate students, faculty and teachers who wish to use its content in their classrooms.
Perfect for courses such as: Cultural Studies; Culturally-Responsive Pedagogy
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As a genre, science fiction is uniquely suited for highlighting and modeling the basic tenets of critical pedagogy, that branch of educational philosophy and theory devoted equally to 1) exposing the hidden power structures embedded in educational practice and 2) articulating equitable and sustainable alternatives. The science fiction novum – that is, the technological or scientific newness found within the text – serves as a catalyst not only within the textual universe but also, potentially, within the universe of the reader. New questions arise. Previously hidden beliefs come to light. Tacit assumptions are exposed. The unfamiliar nova of science-fiction can lead to new interrogations of our own all-too familiar surroundings, causing us to see our previously unquestioned worlds in a new way.
These new understandings are at the heart of critical pedagogy. The learning spaces within science fiction texts can expose the fault lines within the educational structures of the real world. Questions about what it means to be human, about the proper limits of technological power, or about the relationships and obligations of one species to another have profound implications for 21st century educators and learners, particularly those who are interested in creating just and equitable learning spaces.
Learning Space: Exploring Critical Pedagogy through Science Fiction draws on popular science fiction stories to provide current and future educators with the language, concepts, vocabulary, and practices to cast a critical lens upon their own learning spaces and their own pedagogical practices. For example, a critical examination of the way that Yoda trains Luke Skywalker in The Empire Strikes Back reveals a great deal about the insidious nature of deficit thinking, assuming that students learn best when they “empty their minds” and remain “passive.” The assumed hierarchical power structure between teacher and student, and the assumed relationship between learners and the knowledge with which they are supposed to be filled – all of these are called into question when viewed through a critical lens. The more we recognize the injustice in Yoda’s pedagogy, the more we might begin to see it in our own.
Similarly, Isaac Asimov’s classic Foundation trilogy imagines a world in which mathematical modeling and statistical computation are used not only to predict what people might do but instead to determine what they should do. This kind of algorithmic determinism is unfortunately common in contemporary education, and yet far too few educators and learners recognize just how much of their own agency has been given over to the machines. By highlighting the algorithmic inequities in the world of Asimov’s text, we begin to recognize similar inequities at play in our own world. Ultimately, this book uses science fiction to highlight educational inequities in such wide-ranging topics as standard English, literary canons, machine learning, notions of academic dishonesty, epistemicide, inequitable school discipline, and more. More importantly, however, it provides a framework for moving forward, giving current and future educators the critical knowledge and skills both to recognize pedagogical injustice and to create viable, just, and sustainable alternatives.
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What is a fandom, and why do fandoms matter for school?
Fandoms are passionate communities dedicated to appreciating and engaging with texts of interest (movies, TV shows, books, bands, brands, sports teams, etc.) via personally and communally meaningful literacy practices. It is increasingly obvious that scripted literacy curricula and standardized tests fall short of meeting meaningful literacy goals and create culturally destructive learning spaces. Fandoms in the Classroom provides an alternative for educators looking to center passion in their classrooms, individualizing their literacy curricula by building from youth’s interests. The book describes how educators in a wide range of secondary learning contexts can build curricula around students’ already-present fandom interests to support literacy growth. This text supports educators in a range of learning contexts with step-by-step processes for building learning spaces that support navigation of fandom and disciplinary literacies, with a particular focus on common obstacles and roadblocks that teachers have shared with us. It addresses how classrooms doing critical fandom work can address social justice issues across both fandom and disciplinary communities.
This book covers relevant topics such as:
- Why Fandoms? We introduce readers to the concept of fandoms and how engaging students’ experiences in fandoms is not an extra or add-on but instead crucial to flipping the script on literacy learning.
- Bring Your Fandom to Class: Critically Putting Communities in Conversation. The book discusses how to shift ideas of literacy learning contexts from teacher-centric instruction to a community learning model.
- Fostering Engagement & Choosing Texts Together: Teachers are often nervous about teaching what they don’t know. The text provides strategies for making learning ecologies and having kids fill it with their own interests, describing specific step-by-step discussion routines that can support youth’s engagement with critical tools on texts of their choice.
- Building Culturally Responsive Assessments Engaging Youth-Centric Audiences: the book describes how educators can design more expansive literacy assessments with examples of culturally responsive objectives and tasks. The authors include a range of fandom genres and audiences that they have seen in their own work.
- Transforming Your Current Curriculum in Conversation with Fandoms: Supporting educators interested in expanding literature units in conversation with fandom texts, the text describes how to design units that put various discourse communities in conversation without deadening or co-opting youth interests.
- Interdisciplinary Applications: there is a discussion about specific examples of how educators the authors have supported in various contexts have applied this kind of work. It includes a focus on cross-disciplinary literacy, with cases highlighting applications for math, science, social studies and music disciplinary learning.
Fandoms in the Classroom is a step-by-step guide for literacy instructors struggling to engage their students in meaningful learning. It is essential reading.
Perfect for courses such as: Foundations of Literacy; Disciplinary Literacy; Literacy Across the Curriculum; Children's or Young Adult Literature; Writing in the Classroom; Digital Media Literacy; New and Digital Literacies; Teaching Diverse Learners; Theory to Practice; Language, Literacy and Culture; Literacy Policy and Practice; Foundations of Literacy Education; Popular Culture in Literacy Classrooms; History of Literacy Practices; Reading and Language Arts; Critical Theory
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Letters to the Field: Curriculum Scholars’ Stories for Future Generations encapsulates a generation of scholars who revitalized the field of Curriculum Studies across North America in the mid-1970s, as well as the generations of scholars who immediately followed, all of whom are now themselves senior scholars. Rather than another edited work of reprints or new monographs, this volume seeks to do something special by providing an opportunity for this group of scholars to speak to their field about understandings they believe to be of significance.
The strength of this book generally resides in two overarching factors. First, there is the depth and strength of this well-rounded, highly regarded group of scholars whose work speaks to the heart of the interdisciplinary nature of curriculum studies and curriculum theorizing. Second, as you might imagine, this is a significant moment in the United States when the very foundation of curriculum theory–critical inquiry and often an engagement with questions of race, queerness, disability, and the like–continues to be under attack in K-12 schools and universities across the United States. Contributors speak to the foundations of the field and the contemporary challenges that the field and schools of education more broadly must survive.
Contributions to this important work are five to seven handwritten or, in the case of scholars who are unable to write, typed pages. There are also chapters that have accompanying photos and drawings. The reproduction of actual letters in the book lend authenticity and will appeal to readers by giving an intimate view into the thoughts and wishes of these scholars. We also understand that, similar to the challenge folks might face when handwriting a document, some writing might not be legible to all readers. Therefore, stable QR codes and/or hyperlinks to typed versions of handwritten chapters are included so that readers can easily look at typed versions alongside the handwritten work online.
Letters to the Field makes an invaluable contribution to Curriculum Studies. By providing a history of the rationale used to revitalize the field, it will prove a valuable addition to the libraries of educators in a variety of disciplines.
Perfect for courses such as: Introduction to Curriculum Theory; Introduction to College Teaching; Social Foundations of Education; History of American Higher Education; Traditions of Inquiry; and Introduction to Scholarship
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Researchers working to clearly identify a research topic and theme have difficulty deciding how to focus their work. Using a potential-based learning focus, detailed in this text, readers are challenged to consider their role as researcher, scholar, and leader to guide their reflective work. Transformative Potential Based Research: A Guide to Successfully Finding One's Place in Research provides both the theoretical support and the guiding activities to help readers decide on an area of potential-based research. The result will prove to be transformational.
To guide this work, Karen Moroz and Trish Harvey have developed a suitable framework. They invite readers to review the mountain metaphor shared within the framework and to keep the visual present at all times as they progress through the book. It is addressed often and readers will be invited to use, extend, and discuss it numerous times throughout their journey.
Transformative Potential Based Research supports instructors and students through all stages of research, including:
- identifying and embracing relevant and essential topics,
- crafting research questions that accurately and concisely convey the purpose(s),
- exploring one’s own connection to the issue,
- developing and employing individual processes that lead to success, and
- determining a potential-based frame that motivates the writer and frames the work
Perfect for courses such as: Dissertation; Research Methods; Educational Methods; Intro to Research Design; Academic Writing; Capstone Practicum; Educational Research; Understanding Research
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In All In: Community Engaged Scholarship for Social Change, authors at various stages of their academic and professional careers, and in very different geographical contexts and community settings, provide unique examples of the ethos of the network. Readers will be able to envision tangible examples of public scholarship for social justice and be inspired to begin, to continue and to extend their own projects within various communities. Contributors featured in this volume were invited to write about their work based on presentations they gave at the All In Conference in Santa Cruz, CA in 2022. This conference was the largest URBAN-sponsored gathering to date with 440 attendees and was co-sponsored by The Institute for Social Transformation at the University of California, Santa Cruz. The focus of the convening was on critical public scholarship and its role in working towards social justice.
The book is divided into three sections: Teaching and Curriculum as Activism, Community Based Research as Social Justice, and Policy and/or Networking as Justice Work.
Perfect for courses such as: Community Based Research; Research Methods; Qualitative Methods; Public Administration; Public Health
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“Who’s Gonna Water My Tomatoes?”: School Gardens, Kitchens, and the Search for Educational Authenticity updates an old concept for our modern age, utilizing school gardens and culinary kitchens where students grow, prepare, and eat their own food.
Over a century ago, the educational philosopher John Dewey proposed reforming education around the needs of the whole child, emphasizing academic learning and the child's social needs for effective participation in a democratic society. In Dewey’s view, children would best learn by engaging in authentic experiences that would introduce, complement, and complete their regular classroom experiences. Dewey talked about school gardens and kitchens as two specific laboratories where children could apply what they were learning in school in daily life. Today, the tensions between experiential learning and the more rote learning often found in regular classrooms remain. Educators increasingly find themselves accountable to the narrow performance pressures imposed by standardized testing, pressures that often squeeze out the joys and possibilities for more authentic and engaging learning found in real-world experiences.
This book explores Dewey’s philosophy with particular attention given to experiential learning’s relationship to gardens and kitchens. The school garden and kitchen movement itself has ebbed and flowed over the last hundred years in response to changing societal and educational pressures. This history leads to the present day, where the edible schoolyard movement is experiencing a new spring as educators, parents, and school communities find value in edible schoolyard’s possibilities for providing more wholistic education that better meets the academic, social, and emotional needs of students. The book focuses on a network of edible schoolyards by introducing educators, teachers, principals, and staff who are making edible schoolyards happen today. Their vision and motivations form in their favorite lessons and in the connections between garden and kitchen experiences to the more traditional subject matter favored on state tests. Suggestions and resources for starting new edible schoolyards, including suggested recipes, are provided for those who want to get growing with their own edible schoolyards.
Perfect for courses such as: Educational Reform; Educational History; Educational Philosophy; Educational Leadership; Curriculum Development and Transformation; Experiential Learning; Project Based Learning; and Educational Policy Environments
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