Promoting Educational Success through Culturally Situated Instruction uniquely highlights the power of educational equity, constructivism, and situated literacy. While many books discuss diversity or constructivism, and some address situated literacy, this book synthesizes all three components to produce synergy. Situatedness is the core of diversity, and the strategies and insights in each chapter equip students to reach their full potential. This text synthesizes educational equality, constructivism, and situated literacy in unique and practical ways that strategically prepare students for the next level of learning. These chapters provide insights for educational opportunities that personalize learning, take learning to the next level, and provide transformative strategies to empower students. Each chapter explores an area of education in which situatedness and a connection to the learner at a deep, personal level are components of the teaching/learning scenario.

Bringing the study of early modern Christianity into dialogue with Atlantic history, this collection provides a longue duree investigation of women and religion within a transatlantic context. Taking as its starting point the work of Natalie Zemon Davis on the effects of confessional difference among women in the age of religious reformations, the volume expands the focus to broader temporal and geographic boundaries. The result is a series of essays examining the effects of religious reform and revival among women in the wider Atlantic world of Europe, the Americas, and West Africa from 1550 to 1850. Taken collectively, the essays in this volume chart the extended impact of confessional divergence on women over time and space, and uncover a web of transatlantic religious interaction that significantly enriches our understanding of the unfolding of the Atlantic World. Divided into three sections, the volume begins with an exploration of 'Old World Reforms' looking afresh at the impact of confessional change in the sixteenth and seventeenth centuries upon the lives of European women. Part two takes this forward, tracing the adaptation of European religious forms within Africa and the Americas. The third and final section explores the multifarious faces of the revival that inspired the nineteenth century missionary movement on both sides of the Atlantic. Collectively the essays underline the extent to which the development of the Atlantic World created a space within which an unprecedented series of juxtapositions, collisions, and collusions among religious traditions and practitioners took place. These demonstrate how the religious history of Europe, the Americas, and Africa became intertwined earlier and more deeply than much scholarship suggests, and highlight the dynamic nature of transatlantic cross-fertilization and influence.

A student anthology featuring students of Poet Emily Clark from workshops she taught in 2016 through California Poets in the Schools. The workshops were held at Balboa Middle School and Buena High School in Ventura County. Ms. Clark reached about 350 students from multiple grades ranging from sixth to eighth at the middle school and tenth grade honors students at the high school during her residencies with the aforementioned schools. Some of the students featured in this anthology had never written poetry before. California Poets in the Schools is one of the nation's largest writers-in-residence programs. California Poets have reached one million students since the organization's inception in 1964. CPITS reaches more than 26,000 K-12 students state-wide each year.