This book blends theory and research with practical ideas and strategies for teaching children with special needs and places it in a spiritual and Christ-centered context. It is said that everyone has a story to tell, a voice that deserves to be heard. There are many thousands of children with special needs who have long been ignored, rejected and excluded from our schools, our communities and sadly from our Bible classes. We believe that these children are loved deeply and completely by our Lord and that they, too, are called to come unto Him. This book speaks to the heart and to the head. Teachers and pastors will find inspiration and information, reminding them that God calls us to include all children, no matter the challenge. In addition, the book includes wonderfully practical elements with many ideas that can be easily integrated into any classroom. By combining philosophy and strategies this book will equip the typical church volunteer teacher to meet the needs of all the children in her classroom.

This volume identifies resources, models, and specific practices for improving teacher preparation for work with second language learners. It shows how faculty positioned themselves to learn from resources, experts, preservice teachers, their own practice, and each other. The teacher education professionals leverage their experience to offer theoretical and practical insights regarding how other faculty could develop their own knowledge, improve their courses, and understand their influence on the preservice teachers they serve. The book addresses challenges others are likely to experience while improving teacher preparation, including preservice teacher resistance, the challenge of adding to already-packed courses, the difficulty of recruiting and retaining busy faculty members, and the question of how to best frame the larger issues. The authors also address options for integrating the work of improving teacher preparation for linguistic diversity into a variety of different teacher education program designs. Finally, the book demonstrates a data-driven approach that makes this work consistent with many institutions’ mandate to produce research and to collect evidence supporting accreditation.

Assesses the challenges plaguing our higher education system through selections of Ernest L. Boyer’s writings. Having served as chancellor of the State University of New York, the United States commissioner of education, and president of the Carnegie Foundation for the Advancement of Teaching, Ernest L. Boyer (1928–1995) was one of the most prominent leaders in the history of American higher education. Arguably more aware of the challenges facing colleges and universities than any of his peers, the administrative decisions and the writings he left behind provide a wealth of possibilities for subsequent generations of administrators and faculty members. In this book noted higher education scholars examine some of the most pressing crises in higher education today, pairing their thoughts with relevant selections from Boyer’s important writings—some published here for the first time. The volume provides answers to questions perceived to be plaguing academe, while reintroducing readers to the optimistic and insightful wisdom of Ernest L. Boyer. “Such a marvelous tribute to Ernest Boyer is richly deserved and a long time coming. I can think of no one more instrumental in the advancement of education in our era, and the State University of New York was profoundly shaped by his leadership. This volume and its lessons will go a long way toward guiding and inspiring generations of teachers and administrators.” — Nancy L. Zimpher, Chancellor, The State University of New York

This is the updated edition of the bestselling seminal book on school leadership, equity, and social justice. Drawing on the experiences and words of successful public-school principals, Theoharis shows why social justice leadership is needed and how it can be effective in creating more equitable schools. Although they faced tremendous barriers, the principals featured in this book made important strides toward closing the outcome and opportunity gaps in their schools by using inclusive, equitable practices. Featuring a mix of theory and practical strategies, this edition has been updated with new examples and frameworks relevant to today’s leaders. Responding to the current context of national resistance to issues of diversity, equity, and inclusion, this timely book portrays how real school leaders seek, create, and sustain equitable schools, especially for marginalized students. The School Leaders Our Children Deserve identifies seven keys that are crucial for social justice leadership: Key 1: Acquire Broad, Reconceptualized Consciousness/Knowledge/Skill BaseKey 2: Possess Core Leadership TraitsKey 3: Advance Inclusion, Access, and Opportunity for AllKey 4: Improve the Core Learning Context—Both the Teaching and the CurriculumKey 5: Create a Climate of Belonging Key 6: Increase Student LearningKey 7: Sustain Oneself Professionally and Personally. PRAISE FOR THE FIRST EDITION— “Theoharis does a beautiful job at marrying research with practical application that can be utilized by school administrators.” —Journal of Educational Administration “Presents a hopeful, humanistic, and democratic approach to school reform that many will no doubt wish to replicate.” —American School Board Journal “An important book that deserves a wide readership.” —Michael W. Apple

Virtually every national standards document, every state framework, and every local set of standards calls for fundamental changes in what and how teachers teach. The challenge for teachers is to implement the vision for mathematics and science classrooms called for in the standards. This issue describes that vision and suggests ways to use the standards mandated in your school to improve your practice--to help you teach in your standards-based classroom.

Moving beyond the expectations and processes of conventional teacher evaluation, this book provides a framework for teacher evaluation that better prepares educators to serve culturally and linguistically diverse (CLD) learners. Covering theory, research, and practice, María del Carmen Salazar and Jessica Lerner showcase a model to aid prospective and practicing teachers who are concerned with issues of equity, excellence, and evaluation. Introducing a comprehensive, five-tenet model, the book demonstrates how to place the needs of CLD learners at the center and offers concrete approaches to assess and promote cultural responsiveness, thereby providing critical insight into the role of teacher evaluation in confronting inequity. This book is intended to serve as a resource for those who are committed to the reconceptualization of teacher evaluation in order to better support CLD learners and their communities, while promoting cultural competence and critical consciousness for all learners.