Higher education has seen an increase in attention to social change and social responsibility. Providing best practices in these areas will help professionals to create methods for change and suggestions for unity on a global level. Examining Social Change and Social Responsibility in Higher Education is an essential research publication that explores current cultural norms and their influence on curriculum and educational environments and intends to improve the understanding of social change and social responsibility at different sociological levels within various fields pertaining to higher education. Highlighting topics such as campus safety, social justice, and mental health, this book is ideal for academicians, professionals, researchers, administrators, and students working in various disciplines (e.g., academic advising, leadership, higher education, adult education, campus climate, Title IX, SAVE/VAWA, and more). Moreover, the book will provide insights and support executives concerned with the management of expertise, knowledge, information, and organizational development in different types of work communities and environments.

It Takes an Ecosystem explores the idea and potential of the Allied Youth Fields-an aspirational term that suggests increased connection across the multiple systems in which adults engage with young people. Recent research and initiatives make a strong case for what developmentalists have argued for decades: A young person's learning and development is shaped in positive and negative ways by the interactions they have with all the adults in their life. Now is the time to reshape our systems to support this scientific understanding. The chapters in this book provide ideas, tools, examples, and visions for a more connected, more equitable world for young people and the adults in their lives.

When asked what inclusion means, most people immediately think about relatedness: being accepted by a group or having the opportunity to belong. However, there are multiple needs for inclusivity that one goes in search of including self-integrity. If any stimuli threatens this integrity, a person may struggle to recover it, even if the price is to become the best gang leader, to follow the principle that it is better to be the leader of the dunces than to have the reputation of a "good for nothing." Individuals may suffer from unrecognition and thus avoid a situation in which they would be perceived as incompetent, especially when their potential has been previously ignored. This pain has often been accompanied by verbal aggression, violence, delinquency, or other criminal activities because of the need to show, at any cost, that they are skilled somewhere, even if it is a socially depreciated area. This theory has shown itself in school violence and students who partake in bullying, criminal acts, and delinquency. But giving individuals the opportunity to develop and display their competence keeps them related to pro-social behavior instead of pushing them to excel in anti-social settings. Decreasing School Violence, Bullying, and Delinquency With Epistemic Inclusion identifies which factors lead to prosocial behavior, why people start to behave antisocially, and how simple actions can change others' visions and goals in both positive and negative ways. This book employs the theory of epistemic inclusion in educational settings and how to increase it. Divided into four sections, this book covers the importance of finding a solution for violence, bullying, and delinquency; what epistemic inclusion is; how schools can make epistemic inclusion work; and implementing procedures. This book is a valuable reference tool for in-service and preservice teachers, administrators, psychologists, therapists, counselors, practitioners, researchers, academicians, and students interested in how the theory of epistemic inclusion can be implemented in educational settings.

In the past few years, there has been an influx of immigrant children into the school system, many with a limited understanding of English. Successfully teaching these students requires educators to understand their characteristics and to learn how to engage immigrant families to support their children's academic achievements. The Handbook of Research on Engaging Immigrant Families and Promoting Academic Success for English Language Learners is a collection of innovative research that utilizes teacher professional development models, assessment practices, teaching strategies, and parental involvement strategies to develop ways for communities and educators to create social and academic conditions that promote the academic success of immigrant and English language learners. While highlighting topics including bilingual learners, family engagement, and teacher development, this book is ideally designed for early childhood, elementary, middle, K-12, and secondary school teachers; school administrators; faculty; academicians; and researchers.

Given the increasing diversity of the United States and students entering schools, the value of teacher learning in clinical contexts, and the need to elevate the profession, national organizations have been calling for a re-envisioning of teacher preparation that turns teacher education upside down. This change will require PK-12 schools and universities to partner in robust ways to create strong professional learning experiences for aspiring teachers. University faculty, in particular, will not only need to work in schools, but they will need to work with schools in the preparation of future teachers. This collaboration should promote greater equity and justice for our nation's students. The purpose of this book is to support individuals in designing clinically based teacher preparation programs that place equity at the core. Drawing from the literature as well as our experiences in designing and coordinating award-winning teacher education programs, we offer a vision for equity-centered, clinically based preparation that promotes powerful teacher professional learning and develops high-quality, equity-centered teachers for schools. The chapter topics include policy guidelines, partnerships, intentional clinical experiences, coherence, curriculum and coursework, university-based teacher educators, school-based teacher educators, teacher candidate supervision and evaluation, the role of research, and instructional leadership in teacher preparation. While the concepts we share are research-based and grounded in the empirical literature, our primary intention is for this book to be of practical use. We hope that by the time you finish reading, you will feel inspired and equipped to make change within your own program, your institution, and your local context. We begin each chapter with a "Before You Read" section that includes introductory activities or self-assessment questions to prompt reflection about the current state of your teacher preparation program. We also weave examples, a "Spotlight from Practice," in the form of vignettes designed to spark your thinking for program improvement. Finally, we conclude each chapter with a section called "Exercises for Action," which are questions or activities to help you (re)imagine and move toward action in the (re)design of your teacher preparation program. We hope that you will use the exercises by yourself, but perhaps more importantly, with others to stimulate conversations about how you can build upon what you are already doing well to make your program even better.

Academic mobbing, a bullying behavior that targets a specific faculty member, is growing in higher education. It is a dangerous phenomenon that often attacks competent researchers and scholars who are ethical, outspoken in support of others, and normally reflect professional achievement that is coveted, resented, and perceived as intimidating by lesser faculty and administrators. Therefore, it is important to understand how academic mobbing begins, expands amongst faculty and administrators, is actually supported by faculty and administrators by either proactive efforts or actively ignoring, and results in a weakening of the higher education institution due to the reputation being detrimentally, and many times irreparably, impacted. Confronting Academic Mobbing in Higher Education: Personal Accounts and Administrative Action is an essential research publication that provides comprehensive research on the development of academic mobbing as a prevalent form of bullying within higher education and seeks to explore solutions and provide support for professionals currently dealing with this phenomenon. Highlighting a range of topics such as ethics, faculty outcomes, and narcissism, this book is ideal for higher education faculty, deans, department chairs, provosts, chancellors, university presidents, rectors, administrators, academicians, researchers, human resources faculty, policymakers, and academic leaders.