PRODUCTS

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:

1. 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.
2. 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.
3. 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.

In metropolitan areas across the United States, city and suburban public school students receive grossly unequal funding. Since funding is critical to student success, this means the primarily Black, Latinx, and low-income students attending city schools are being denied an equal education. So entrenched is this system, that it can feel normal, or too big to undo. Yet recent student activism in the form of an innovative, cross-community school partnership offers new hope. The Metropolitan Community: Partnering for Equality Across the Educational Divide tells the story of two Chicago-area schools—one suburban, one urban—whose students come together to examine the disparities between their schools and advocate for change. It follows these students over a year as they meet, tour each other’s schools, wrestle with how to discuss unfairness, and ultimately commit to fighting together for a more equal education. In-depth interviews and detailed observations chronicle the students’ advocacy, which unfolds in conversation with teachers and administrators and eventually brings them to the table with legislators, from whom they demand better policies. Through the examples set by students, readers are invited to develop their own “metro outlook,” to see how our seemingly separate worlds are connected by the educational system we hold in common and must work together to reshape. The first book to depict sustained allyship between city and suburban students, The Metropolitan Community offers an invigorating pedagogical approach, organizational model, and political strategy for achieving educational justice through youth-led partnerships and collaboration.

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.

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

African American males are confronted with formidable barriers in their pursuit of quality education, resulting in stark disparities in academic performance, economic opportunities, and social outcomes. Despite numerous educational initiatives striving for parity, African American males persistently bear the brunt of the highest rates of suspensions, expulsions, and dropout rates, surpassing all other demographic groups.

Educational environments often fail to acknowledge and integrate the cultural and social needs of Black males, viewing them as "problems" rather than recognizing their immense potential for academic and leadership success. The prevalence of negative stereotypes in media, particularly in video games, exacerbates societal biases, portraying African American males as inherently violent and criminal. These representations contribute to implicit biases that affect perceptions and treatment in real-life scenarios. The systemic issues within the education system, coupled with socioeconomic factors, result in African American males being underrepresented in advanced placement and gifted education programs. This underrepresentation limits their opportunities for higher education and professional advancement.

Confronting these challenges necessitates a comprehensive approach that encompasses the creation of inclusive educational environments, the eradication of systemic racism, and the promotion of positive representations of African American males in media. By acknowledging and fostering the potential of Black males, society can strive to reduce disparities and cultivate a more equitable and just education system that recognizes and celebrates their academic and professional achievements.

African American Males and Video Games explores the perspectives of four African American male college students aged 18 to 21 on the impact of video games on their academic growth and development. The participants, all maintaining a GPA of 3.0 or higher, shared their experiences with teachers, video games, and coping mechanisms. This qualitative approach allowed for a rich understanding of the participant's experiences and the role of video games in their academic and mental well-being.

Video games emerged as a significant coping tool for the participants, providing a mental escape from academic and social pressures. The games allowed them to engage in competitive and creative activities, fostering a sense of accomplishment and reducing stress. For example, games like NBA 2K21 and Forza Horizon 4 enabled them to explore alter egos and interests in a virtual space, offering entertainment and a sense of community.

African American Males and Video Games is a critical text for exploring alternatives in providing a quality education experience for young African American males. It is vital reading for educators in all areas of higher education, and a valuable teaching tool in Colleges of Education.

Perfect for courses such as: Educational Psychology; Sociology of Education; African American Studies; Media Studies; Game Design; Youth Development; Digital Literacy; Cultural Studies; Educational Technology; Social Psychology; Gender Studies

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.

The How and Why of Laboratory Schools: Innovations and Success Stories in Teacher Preparation and Student Learning is an eagerly anticipated exploration crafted by esteemed researchers and practitioners from some of the foremost Laboratory Schools across the United States and internationally. These institutions, also recognized as demonstration schools or university-affiliated schools, play pivotal roles in the landscape of education, serving as bastions of innovation, research, and professional development. At their core, Laboratory Schools are multifaceted entities, assuming key responsibilities such as teacher training and professional development, serving as hubs for research and innovation, embodying models of best practices, fostering collaboration within university communities, shaping curriculum development and evaluation, and championing inclusion and special education. Their impact reverberates throughout the educational sphere, shaping the future of teaching, learning, and educational policies.

The How and Why of Laboratory Schools serves as a beacon in the realm of education literature, offering an array of accessible examples that inspire and enlighten researchers, practitioners, and policymakers alike. With a global perspective, this volume provides a comprehensive snapshot of both the research and practice within Laboratory Schools worldwide, featuring exemplary models not only from the United States but also from various international settings. Spanning an variety of topics including demonstration schools, teacher preparation, innovative pedagogy and curriculum, early childhood education, elementary and primary education, middle and secondary education, STEM-focused initiatives, promotion of democracy, establishment of research laboratories, support for diverse learners, preservice teacher education, collaboration models, and the role of teachers as researchers, this book encompasses the diverse facets of Laboratory Schools' contributions to education.

Moreover, the book serves as a blueprint for the development of new Laboratory Schools, offering insights into various models, funding mechanisms, and strategies for integration into university research and teacher training programs. By showcasing successful examples and providing practical guidance, this book empowers educational institutions to embark on the journey of establishing their own school, enriching both their local communities and the broader educational landscape.

Beyond the present, this book also articulates a compelling case for the future of Laboratory Schools, highlighting their potential to continually innovate, adapt, and lead educational transformation in the years to come. Through its insightful analyses and compelling narratives, The How and Why of Laboratory Schools heralds a future where Laboratory Schools remain at the forefront of educational excellence and innovation, not only domestically but also on the international stage.

Perfect for courses such as: Comparative Education; Education Reform; Professional Development Models; School Improvement; Foundations in Education; Early Childhood Education

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.

Case studies serve as powerful tools because they bridge theory and practice, enhance decision-making skills, and prepare individuals for real-world challenges. There is a shortage of case study resources specifically focused on the ongoing development of leaders for positions in higher education. Sticky Cases in Higher Education Leadership provides invaluable insights and lessons to help aspiring higher education leaders and experienced administrators navigate the complex landscape of academic leadership.

Authored by faculty and administrators in various roles, the cases represent real-world incidents and situations that are faced by higher education leaders. Each case discusses a real-world conflict or challenge presented in an open-ended format to encourage thoughtful, independent, or collaborative analysis. Readers, individually or collaboratively, consider the situation or incident and propose solutions or alternative approaches.

The primary purpose of the book is to serve as a valuable teaching tool for universities offering programs in higher education leadership development. It can be used in doctoral and master's degree programs focused on higher education leadership and management. It will also benefit colleges and universities that have or are planning to initiate leadership development programs to prepare faculty for advancement into administrative roles. Additionally, the book will have utility for institutions engaged in succession planning. The cases enrich the experience of program participants and are easily aligned with desired learning outcomes. With a focus on planning and institutional renewal by national accreditors, such as the Middle States Commission on Higher Education, this book fills a critical need for case-based resources to support the development of higher education leaders.

Perfect for courses such as: Leading Across Cultures; Leadership in Educational Contexts and Systems; Contemporary Issues in Higher Education; Leadership, Management, and Supervision in Higher Education; Leading Change; and Education Policy and Planning