Developed to help educators become leaders for critical social justice, the anthology Teacher Leadership for Social Justice: Building a Curriculum for Liberation blends teacher reflection with social justice and policy to position teachers as active leaders in interdisciplinary curriculum development. The readings in Section I center on critical reflection, identity, and frameworks that help students find an appropriate balance between formal learning techniques and critical reflection of praxis. Section II examines the impact of social justice issues on schools. Section III explores issues in educational policy through both historical and contemporary lenses. The selections in Section IV provide students with examples of teachers and systems working in meaningful ways towards critical social justice. The second edition features all new readings that reflect timely and important matters related to social justice. Topics include the complex and intersectional nature of identity, misconceptions about poor children, religious diversity and the problem with winter holidays, transgender students, teaching history and social studies, the #BlackLivesMatter movement, and more. Teacher Leadership for Social Justice effectively positions teachers as change agents within schools and the educational system as a whole. It is an ideal text for preparing pre-service or new teachers and can be used in classes on curriculum development, multiculturalism, and social justice.

Volume 1 of The History of Judaica Libraries. This volume traces Judaica collections from the ancient near east and antiquity to the post-modern present.

Rural poverty encompasses a distinctive deprivation in quality of life related to a lack of educational support and resources as well as unique issues related to geographical, cultural, community, and social isolation. While there have been many studies and accommodations made for the impoverished in urban environments, those impoverished in rural settings have been largely overlooked and passed over by current policy. The Handbook of Research on Leadership and Advocacy for Children and Families in Rural Poverty is an essential scholarly publication that creates awareness and promotes action for the advocacy of children and families in rural poverty and recommends interdisciplinary approaches to support the cognitive, social, and emotional needs of children and families in poverty. Featuring a wide range of topics such as mental health, foster care, and public policy, this book is ideal for academicians, counselors, social workers, mental health professionals, early childhood specialists, school psychologists, administrators, policymakers, researchers, and students.

Queer studies is an extensive field that spans a range of disciplines. This volume focuses on education and educational research and examines and expounds upon queer studies particular to education fields. It works to examine concepts, theories, and methods related to queer studies across PK-12, higher education, adult education, and informal learning. The volume takes an intentionally intersectional approach, with particular attention to the intersections of white supremacist cisheteropatriachy. It includes well-established concepts with accessible and entry-level explanations, as well as emerging and cutting-edge concepts in the field. It is designed to be used by those new to queer studies as well as those with established expertise in the field.

This book presents the scholarship of Miriam Ben-Peretz, a pioneering female professor and university leader who held the highest academic honors in Israel and was an American Educational Research Fellow and a member of the National Academy of Education in the United States. With opening comments by F. Michael Connelly and an Afterword by Lee Shulman, the volume shows how Miriam Ben-Peretz continued in the academic footsteps of her advisor, Seymour Fox (Hebrew University), and his advisor, Joseph J. Schwab (University of Chicago), who also supervised Connelly and Shulman. Some book chapters reflect the influence of Miriam Ben-Peretz's academic lineage; some others, instead, feature her signature research; and the final chapters capture her advocacy work with the MOFET Institute, a consortium of Israeli colleges of education created by the Ministry of Education that focuses on research, curriculum, and program development for teacher educators.