Case Studies in School Psychology is the first textbook to comprehensively introduce the NASP Practice Model through active discussion of real-life, school-based examples of issues facing school psychologists. Incorporating all 10 domains of practice, these true-to-life scenarios span individual child, class-wide, school-wide, and district/community-wide organizational levels across multiple age and developmental ranges. Graduate students will better understand their expansive roles and potential avenues to make positive impacts as school psychologists in children’s academic, social, emotional, and behavioral development.

An 18th-century portrait of the palace most recognized as an official home of several British royal family members focuses on the Hanover family during the reigns of George I and II, describing the intrigue, ostentatious fashions and politicking that marked court life. By the author of Cavalier.

How we treat others often influences how individuals feel about themselves. This book illustrates how educators can effectively promote sensitive, inclusive classroom practices that maximize success for students with disabilities. Embracing Disabilities in the Classroom provides content-rich interdisciplinary lessons accompanied by behavioral, academic, and social interventions that capitalize on student strengths. Inclusion expert Toby J. Karten demonstrates the impact of literature, self-advocacy, role playing, and strategic interventions on students' growth and achievement. The numerous lessons, tables, rubrics, instructional guidelines, and charts help readers: • Determine effective strategies for differentiating instruction for specific disabilities • Modify lessons and curriculum appropriately in the content areas • Encourage students to become active participants in learning • Increase disability awareness and foster inclusive mind-sets in students, colleagues, and families This practical resource provides special education and general education teachers, principals, and teacher leaders with both effective instructional strategies for curriculum delivery and responsive approaches to promoting positive attitudes toward disabilities. Given appropriate support and an accepting environment, all students are able to achieve, thrive, and succeed in school and in life!

Georgian Court University is a pictorial history of the university from its founding in 1908 by the Sisters of Mercy under the title College of Mount St. Mary. Originally located in Plainfield, the school relocated in 1924 to a former country estate of millionaire George Jay Gould in Lakewood. Retaining the estate title at the request of the Gould family, the Sisters of Mercy renamed the school Georgian Court College. With continuous growth of enrollment, programs, technology, and personnel, the college was designated Georgian Court University by the state in 2004. This centennial book, using the mission of the university as its theme, captures the traditional commitments of the university: a comprehensive liberal arts program in the Roman Catholic tradition; an environment conducive to the cultural, social, and spiritual growth of the entire university community; the core values of justice, respect, integrity, compassion, and service; and a special concern for women.

A definitive analysis of the most successful tribute system in the Americas as applied to Afromexicans During the eighteenth century, hundreds of thousands of free descendants of Africans in Mexico faced a highly specific obligation to the Spanish crown, a tax based on their genealogy and status. This royal tribute symbolized imperial loyalties and social hierarchies. As the number of free people of color soared, this tax became a reliable source of revenue for the crown as well as a signal that colonial officials and ordinary people referenced to define and debate the nature of blackness. Taxing Blackness: Free Afromexican Tribute in Bourbon New Spain examines the experiences of Afromexicans and this tribute to explore the meanings of race, political loyalty, and legal privileges within the Spanish colonial regime. Norah L. A. Gharala focuses on both the mechanisms officials used to define the status of free people of African descent and the responses of free Afromexicans to these categories and strategies. This study spans the eighteenth century and focuses on a single institution to offer readers a closer look at the place of Afromexican individuals in Bourbon New Spain, which was the most profitable and populous colony of the Spanish Atlantic. As taxable subjects, many Afromexicans were deeply connected to the colonial regime and ongoing debates about how taxpayers should be defined, whether in terms of reputation or physical appearance. Gharala shows the profound ambivalence, and often hostility, that free people of African descent faced as they navigated a regime that simultaneously labeled them sources of tax revenue and dangerous vagabonds. Some free Afromexicans paid tribute to affirm their belonging and community ties. Others contested what they saw as a shameful imposition that could harm their families for generations. The microhistory includes numerous anecdotes from specific cases and people, bringing their history alive, resulting in a wealth of rural and urban, gender, and family insight.

In January 1961, following eighteen months of litigation that culminated in a federal court order, Hamilton Holmes and Charlayne Hunter became the first black students to enter the University of Georgia. Calvin Trillin, then a reporter for Time Magazine, attended the court fight that led to the admission of Holmes and Hunter and covered their first week at the university—a week that began in relative calm, moved on to a riot and the suspension of the two students "for their own safety," and ended with both returning to the campus under a new court order. Shortly before their graduation in 1963, Trillin came back to Georgia to determine what their college lives had been like. He interviewed not only Holmes and Hunter but also their families, friends, and fellow students, professors, and university administrators. The result was this book—a sharply detailed portrait of how these two young people faced coldness, hostility, and occasional understanding on a southern campus in the midst of a great social change.

Media is usually seen as a feature of the modern world enabled by the latest technologies. Scholars, educators, parents, and politicians often talk about media as something people should be wary of due to its potential negative impact on their lives. But do we really understand what media is? Elizaveta Friesem argues that instead of being worried about media or blaming it for what’s going wrong in society, we should become curious about uniquely human ways we communicate with each other. Media Is Us proposes five key principles of communication that are relevant both for the modern media and for people’s age-old ways of making sense of the world. In order to understand problems of the contemporary society revealed and amplified by the latest technologies, we will have to ask difficult questions about ourselves. Where do our truths and facts come from? How can we know who is to blame for flaws of the social system? What can we change about our own everyday actions to make the world a better place? To answer these questions we will need to rethink not only the term “media” but also the concept of power. The change of perspective proposed by the book is intended to help the reader become more self-aware and also empathic towards those who choose different truths. Concluding with practical steps to build media literacy through the ACE model—from Awareness to Collaboration through Empathy—this timely book is essential for students and scholars, as well as anyone who would use the new understanding of media to decrease the current levels of cultural polarization.