PRODUCTS

2025 SPE Outstanding Book Award Winner2024 AESA Critics' Choice Award WinnerWritten by scholars from three generations of qualitative methodologists, Qualitative Research Design and Methods: An Introduction situates qualitative research within the history of the field and integrates this history within discussions of specific research designs. This novel approach allows readers to come to know the genealogy of the field and how previous generations of scholars have informed what we know today as qualitative research. The text reflects these more traditional as well as emerging qualitative research approaches, providing a theoretically grounded approach to designing and implementing qualitative research studies. While some introductory research texts focus on the specific methods of qualitative research with little attention to the role of theory, this book forefronts theory in qualitative research. The authors speak to students new to qualitative research with clear discussions of theory and theoretical concepts and how those notions must be considered throughout all aspects of research design, implementation, and representation of findings. Each chapter integrates discussion of theory. In addition, the book highlights the role of ethics in the same way with a chapter at the beginning as well as discussions of ethics threaded throughout each of the design chapters. Qualitative Research Design and Methods is THE introductory textbook for students taking introductory masters and doctoral courses in qualitative research. Instructors in those classes will appreciate the straightforward language and concepts provided by the authors.Perfect for courses such as: Introduction to Qualitative Research and Qualitative Research Design

Reclaiming the Education Doctorate: A Guidebook for (re)Designing EdD Programs is a practical guide for those seeking to (re)design a professional practice doctorate program in education that prepares Scholarly Practitioners. To tackle the comprehensive change process necessary for (re)designing the EdD, this book will guide the reader with an improvement lens that looks at the roots of the confusion of the EdD, the system that created it, and the framework that helped to reclaim it. Readers will be guided through a backward mapping (re)design process that begins with defining graduate outcomes, maps through the milestones and courses, ends with rethinking the admissions process. Along the way, readers will learn how to design and integrate a dissertation in practice into the curriculum, consider best practices for their program (re)design, and view examples of successful programs. Additionally, to support readers in their (re)design efforts, each chapter will offer exercises, tools, and resources that will guide the process. The book will prove to be an invaluable resource for anyone developing or revising their EdD program. After the opening chapter that explains the mission statement of Reclaiming the Education Doctorate, Jill Perry structures chapters to deal with the full range of issues that impact EdD programs, including: Roots of the EdD ProblemAim: The Professional Practice Doctorate Driving ChangeBackward mapping: beginning with the endThe heart of the program: CurriculumThe beginning: Admitting CandidatesMeasuring ImpactLeading Change

2021 SPE Outstanding Book Award Winner The first edition of Acts of Resistance: Subversive Teaching in the English Language Arts (ELA) Classroom won the 2021 Society of Professors of Education's Outstanding Book Award and garnered other nominations. The second edition includes a foreword by Ashley Hope Pérez, author of the young adult literature novel Out of Darkness, one of the most frequently banned books across U.S. classrooms. Four new chapters reflect sociopolitical changes since the book's publication, including a widespread, coordinated uptick in the banning of books centering authors and characters from marginalized communities; the COVID-19 pandemic and with it, increased acts of violence against folks identifying as Asian, Asian American, and Pacific Islander; the murders of George Floyd, Breonna Taylor, and countless other victims of police brutality; the January 6th insurrection; the closing of the Trump era; the passing of anti-CRT and anti-LGBTQIA+ legislation; and a "school choice" movement that defunds public schools, deprofessionalizes educators, and places democracy in peril. Chapters specifically illustrate the storied practices of subversive teachers across the 6-12 ELA context. They provide educators with instructional ideas on how to do anti-oppressive work while also meeting traditional ELA disciplinary elements.

Radical Roots: How One Professor Changed a University's Legacy tells the story of Joel Torstenson, a sociology professor at Augsburg University in Minneapolis, Minnesota. In the 1960s, Torstenson challenged his university to embrace its urban setting and to design its curricular, co-curricular, and community engagement programs to advance its mission of “Education for service.” The compelling story of Torstenson’s legacy at Augsburg over the past 60 years offers lessons for colleges and universities across the country committed to democratic engagement in their work at the intersections of mission and place. Augsburg University's saga as an urban settlement has not always been embraced by the university. Though location and place are central to the university’s identity, it is not sufficient to explain the integrative power of the university’s character. For that purpose, it is critical that place be understood through the lens of Augsburg’s academic mission and work. This integrated view of place and mission required a new way of imagining the university’s core work of educating students. The purpose of this book is two-fold. The first is to document and celebrate the legacy of Professor Joel Torstenson, and to understand the impact of this legacy’s inception, evolution, and current manifestations and impact at Augsburg and in the wider world. Professor Torstenson cared deeply about the public purpose of higher education, and Torstenson’s model for what this public purpose might look like prompted massive transformation in Augsburg University’s trajectory. The resulting experiments in education and commitment to the city flowered into a legacy that has spurred Augsburg University to create an innovative model for 21st Century education. This model has impacted everything from student learning and community life, to teaching and curricular structure, to the public mission of the institution and its presence in the city and world. Torstenson’s creative—and even radical—work in the 1960s and '70s has been carried through the decades by continued innovation in teaching and learning based in experiential education, and a commitment to place and community building. This legacy has simultaneously advanced the public purpose and mission of the University. Secondly, this book shares what are some of the lessons learned from fifty years of innovation following Torstenson’s vision, with the hope that these lessons might serve the broader community of colleges, universities, faculty, staff, and students engaged in similar pursuits. Augsburg’s innovative experiential education, place-based community engagement, and public and anchor institution work has been and will continue to be a model for other institutions. We believe that Torstenson’s legacy, and the lessons learned through the years of its evolution, has lessons to teach and models to follow for our sibling institutions across the United States. The volume includes discussion prompts and questions after each section. There is also a companion website (www.augsburg.edu/radicalroots) that includes additional resources related to the volume's themes.Perfect for course such as: Higher Education and Democracy in the United States; Principles of Experiential Education; Place Matters: Higher Education and Community Engagement; Universities as Anchor Institutions in their Communities; Introduction to Citizen Professionalism: Leading in the 21st Century; Public Work, Social Responsibility, and Vocation in a World of Extremes; Accompaniment: Developing Democratic Skills and Fostering Healing with Communities; Curricular Innovations in Higher Education; and Principles of Higher Education Pedagogy

A key distinction between an education doctorate, or Ed.D., and other doctorates in the field of education is the development of scholar practitioners armed with knowledge and skills to successfully lead change in their profession. Critical inquiry is one such skill, increasingly taught in many Ed.D. programs in some form of applied research methodology. Teaching Critical Inquiry and Applied Research: Moving Beyond Traditional Methods gathers insights from Ed.D. faculty regarding how the teaching of applied research occurs to develop scholar practitioners prepared to bring change to their respective professional fields. The 13 chapters provide a broad coverage of related topics, which includes advocacy and leadership through research, innovative features of methods courses, and methodology-focused program redesign. Each chapter includes strategies and recommendations for others interested in implementing something similar in their courses and programs. This book also captures student voices, in the form of vignettes written by students within each chapter, to illustrate the powerful impact of learning related to critical inquiry and applied research. Teaching Critical Inquiry and Applied Research is an excellent text for classrooms devoted to critical research, critical pedagogy, and other courses.

2025 SPE Outstanding Book Award Honorable Mention Whiting Out: Writing on Vulnerability, Racism and Repair is an experimental text that seeks to collapse the space that white writers create between ourselves and our ideas when writing about race, identity, history, responsibility, positionality, power and the present. The book is written as a first-person meditation grounded in a poetics of vulnerability, undertaken as an author study in two major parts – fragmented first through the work of James Baldwin and then refracted through the writing of Gloria E. Anzaldúa. Whiting Out is for both aspiring and experienced teachers (especially white folks), as well as anyone open to writing new narratives and imagining new possible worlds. Perfect for courses such as: Introduction to Education; Introduction to Teaching and Learning; Introduction to Curriculum Studies; Education and Society; Education and Cultural Studies; Whiteness in Education; Critical Race Theory in Education; Race, Racism and Anti-Racism; Examining Race, Power and Privilege; Teaching and Learning in Diverse Contexts

This volume brings together work developing storytelling and narrative as an educational methodological framework. Chapters foreground scholarship that helps promote creating change, both educational and societal, through the use of critical storytelling regarding diversity, equity, inclusion, and justice (DEIJ). These include both narratives of challenges and possibilities that educators sometimes encounter in research spaces when intentionally centering DEIJ in their educational practice. Chapters also pay close attention to research ethics and explore epistemological alternatives and attempt to find ways toward generative dialogue regarding the reception and implementation of culturally-relevant pedagogy. This collection offers much sustained reflection on shared and sharable ways of knowing that interrogate the very philosophical foundations of education, pointing us to ever-more equitable futures.

2024 SPE Outstanding Book Award Honorable Mention Transforming Identities is the story of one doctoral program that was developed to transform the individuals who participated in the program personally and professionally, leading to improved ways of working within their professional practice. The book details the components of the program believed to have contributed to students' transformed personal and professional identities. The description of the program serves as a frame for 14 individual, compelling stories of transformation. These stories include identities experienced during the program, programmatic components that were mechanisms for change, and the impact of these alums' transformation on their professional organizations. In the final chapter, the editors look across the alums' stories of transformation to inform those who are developing/redeveloping doctor of education programs. Mechanisms of change highlighted by these former students include courses, communities of practice, advisers, and comprehensive examination. The book also synthesizes alums' descriptions of the phases of their transformation, what it means to be a scholar-practitioner, and what meaningful contributions “look like” within their professional contexts. The Johns Hopkins University (JHU) Doctor of Education (EdD) program was created with the expressed programmatic outcome of developing leaders who possess the knowledge, skills, and dispositions to rigorously examine educational problems of practice with stakeholders within their context of professional practice. Transforming Identities frames this discussion of identity transformation from an improvement science perspective as depicted by Bryk et al. (2015) (see also Author et al., 2022). Using this framework for the Applied Dissertation, the program supported its scholar-practitioners to partner with their colleagues in educational institutions and to independently take on the challenges and opportunities they encountered in their work within their context of professional practice. The initial chapters in the book provide an overview of the EdD program, to frame the remaining chapters in which graduates from the program describe their inspirational stories of transformation. They describe the ways in which the program components, including their dissertation, transformed their identity as well as their work within their context of professional practice. These stories present the ways in which these change agents within their organizations have served as insiders who, with greater knowledge and access to knowledge, were able to become the bridge between research and practice, and practice and research and thereby change their organizations from the inside. These stories of transformation highlight how their skills and insights accurately identify the variability in the contexts in which their problem of practice is situated, the variability in the successes of interventions within similar contexts, and the most appropriate way to move the organization forward toward improved outcomes. Each chapter tells the author’s story of transformation from practitioner to scholar-practitioner through the dissertation study and beyond.

Virtually all national standards now require students and teachers to understand the particulars of disciplinary literacy. But recently emerging scholarship suggests that disciplinary literacy is, by itself, an incomplete and potentially problematic approach to secondary literacy instruction. By asking students to “think like” or even “be like” experts, students may receive implicit messaging about whose knowledge is—and isn’t—valued. Critical disciplinary literacy (CDL) creates space for, and highlights connections between, critical literacies and disciplinary literacies. CDL acknowledges disciplines as unique communities with their own specialized (and often exclusionary) skills, norms, practices, and discourses, but deviates from conventional applications of disciplinary literacy by responding to the ways in which power systems and the analytic skills needed to understand them work differently based on the disciplines at hand. A CDL instructional approach acknowledges that applying the critical literacy skills of “reading the word and the world” to understand the power dynamics of vaccine distributions requires a different skill set and strategy approach than looking at textual representations of masculinity in Romeo and Juliet.Written by a team of educators with over 70 combined years of classroom experience, Power Tools: 30 Critical Disciplinary Literacy Strategies for 6–12 Classrooms offers readers research-based, multidisciplinary, ready-to-implement disciplinary literacy strategies from critical literacy lenses. The book sets itself apart from other strategy textbooks by offering creative strategy implementation that calls attention to power systems. Educators can learn, for example, how they might employ read-alouds to explore the global refugee crisis, or use the exit ticket strategy to help students reflect on the relationship between race and COVID statistics/experiences.Power Tools: 30 Critical Disciplinary Literacy Strategies for 6–12 Classrooms provides standards-aligned lessons that both challenge and extend traditional engagement practices to build a more just world. Each chapter includes:An overview of each strategy, situated within the research of best practices;Two disciplinary examples for each CDL strategy (e.g., an example of a CDL think-aloud in seventh grade math and tenth grade ELA classroom). Chapters provide resources such as examples of student work, discussion prompts, dialogue between teacher and students, and reprintables;Ideas for addressing resistance to CDL instruction.Preservice and in-service teachers, as well as teacher educators and researchers, looking to do and support justice-oriented work in disciplinary spaces will find value in the book.Power Tools is an ideal text to implement in courses such as Disciplinary Literacy, Secondary Literacy, Content Area Literacy, Methods/Strategies for Teaching Social Justice, Multicultural Education, ELA methods, Science methods, Social Studies methods, and Mathematics methods.

2024 SPE Outstanding Book Award Honorable Mention A Soul-Centered Approach to Educating Teachers has been created by A Black Education Network (ABEN), a national organization whose mission is to reverse the backward slide of Black students by utilizing culturally informed research, technology, and visionary community networking within the African Diaspora to facilitate academic and cultural excellence wherever scholars are. This interactive book presents portraits, narratives, and essays to illustrate the impact of ABEN on Black educators and those they serve.Traditional teacher education, curriculum, and instruction is largely disconnected from the lived experiences of diverse students and their communities. Current debates around Critical Race Theory and its application to curriculum call into question culturally responsive practices while others are striving for ways to support equitable practices in the classroom. Questions about these practices include, What does teacher and learning look like when grounded in community voice and practice? How can we better integrate the history, context, experience, and voice of the communities being served? How can teacher education apply authentic problem solving to address the concerns of a community?This inspirational and educational tale answers these questions for the myriad teachers, parents, administrators, school districts, community organizations, and community members who seek a better understanding of how to foster, access, and learn from spaces of Black excellence for Black children. Soul-Centered is essential reading for both scholars involved in a variety of disciplines in Education, and for community leaders interested in seeing how improved education practices can hugely benefit their constituents.