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The roles of school leaders are ever-expanding. Along with the
increase comes heightened expectations to create and sustain school
environments that embrace the cultures of all students and
families. To accomplish this optimally inclusive learning culture
and climate, school leaders must possess the acumen to view all
aspects of their responsibilities through a culturally responsive
lens, hence, culturally responsive leadership. Culturally
Responsive Leadership for Academic and Social Equity and Justice in
Schools offers a multi-faceted approach to culturally responsive
leadership as it connects the concept to the various
responsibilities of school leaders. The book also challenges school
leaders to see the connective and comprehensive nature of
culturally responsive leadership in their daily duties and
responsibilities, introduces the concept of culturally responsive
leadership and its benefits for all students, and prompts and
initiates an educational leadership mindset that seeks to explore
the impact of culturally responsive leadership further. Covering
key topics such as equity, school culture, and professional
development, this premier reference source is ideal for
administrators, policymakers, researchers, scholars, academicians,
practitioners, instructors, students, preservice teachers, and
teacher educators.
The roles of school leaders are ever-expanding. Along with the
increase comes heightened expectations to create and sustain school
environments that embrace the cultures of all students and
families. To accomplish this optimally inclusive learning culture
and climate, school leaders must possess the acumen to view all
aspects of their responsibilities through a culturally responsive
lens, hence, culturally responsive leadership. Culturally
Responsive Leadership for Academic and Social Equity and Justice in
Schools offers a multi-faceted approach to culturally responsive
leadership as it connects the concept to the various
responsibilities of school leaders. The book also challenges school
leaders to see the connective and comprehensive nature of
culturally responsive leadership in their daily duties and
responsibilities, introduces the concept of culturally responsive
leadership and its benefits for all students, and prompts and
initiates an educational leadership mindset that seeks to explore
the impact of culturally responsive leadership further. Covering
key topics such as equity, school culture, and professional
development, this premier reference source is ideal for
administrators, policymakers, researchers, scholars, academicians,
practitioners, instructors, students, preservice teachers, and
teacher educators.
Income disparity for students in both K-12 and higher education
settings has become increasingly apparent since the onset of the
COVID-19 pandemic. In the wake of these changes, impoverished
students face a variety of challenges both internal and external.
Educators must deepen their awareness of the obstacles students
face beyond the classroom to support learning. Traditional literacy
education must evolve to become culturally, linguistically, and
socially relevant to bridge the gap between poverty and academic
literacy opportunities. Poverty Impacts on Literacy Education
develops a conceptual framework and pedagogical support for
literacy education practices related to students in poverty. The
research provides protocols supporting student success through
explored connections between income disparity and literacy
instruction. Covering topics such as food insecurity, integrated
instruction, and the poverty narrative, this is an essential
resource for administration in both K-12 and higher education
settings, professors and teachers in literacy, curriculum
directors, researchers, instructional facilitators, pre-service
teachers, school counselors, teacher preparation programs, and
students.
Literacy and popular culture are intrinsically linked as forms of
communication, entertainment, and education. Students are motivated
to engage with popular culture through a myriad of mediums for a
variety of purposes. Utilizing popular culture to bridge literacy
concepts across content areas in K-12 settings offers a level
playing field across student groups and grade levels. As concepts
around traditional literacy education evolve and become more
culturally responsive, the connections between popular culture and
disciplinary literacy must be explored. Disciplinary Literacy
Connections to Popular Culture in K-12 Settings is an essential
publication that explores a conceptual framework around pedagogical
connections to popular culture. While highlighting a broad range of
topics including academic creativity, interdisciplinary
storytelling, and skill development, this book is ideally designed
for educators, curriculum developers, instructional designers,
administrative officials, policymakers, researchers, academicians,
and students.
Income disparity for students in both K-12 and higher education
settings has become increasingly apparent since the onset of the
COVID-19 pandemic. In the wake of these changes, impoverished
students face a variety of challenges both internal and external.
Educators must deepen their awareness of the obstacles students
face beyond the classroom to support learning. Traditional literacy
education must evolve to become culturally, linguistically, and
socially relevant to bridge the gap between poverty and academic
literacy opportunities. Poverty Impacts on Literacy Education
develops a conceptual framework and pedagogical support for
literacy education practices related to students in poverty. The
research provides protocols supporting student success through
explored connections between income disparity and literacy
instruction. Covering topics such as food insecurity, integrated
instruction, and the poverty narrative, this is an essential
resource for administration in both K-12 and higher education
settings, professors and teachers in literacy, curriculum
directors, researchers, instructional facilitators, pre-service
teachers, school counselors, teacher preparation programs, and
students.
The social and emotional welfare of students in both K-12 and
higher education settings has become increasingly important during
the third decade of the 21st century, as students face a variety of
social-emotional learning (SEL) challenges related to a multitude
of internal and external factors. As concepts around traditional
literacy education evolve and become more culturally and
linguistically relevant, the connections between SEL and academic
literacy opportunities warrant considerable exploration. The
Handbook of Research on Supporting Social and Emotional Development
Through Literacy Education develops a conceptual framework around
pedagogical connections to social and emotional teaching and
learning within K-12 literacy practices. This text provides a
variety of research and practice protocols supporting student
success through the integration of SEL and literacy across grade
levels. Covering topics such as culturally relevant literacy,
digital literacy, and content-area literacy, this handbook is
essential for curriculum directors, education faculty,
instructional facilitators, literacy professionals, practicing
teachers, pre-service teachers, professional development
coordinators, school counselors, teacher preparation programs,
academicians, researchers, and students.
The idea of storytelling goes beyond the borders of language,
culture, or traditional education, and has historically been a tie
that bonds families, communities, and nations. Digital storytelling
offers opportunities for authentic academic and non-academic
literacy learning across a multitude of genres. It is easily
accessible to most members of society and has the potential to
transform the boundaries of traditional education. As concepts
around traditional literacy education evolve and become more
culturally and linguistically relevant and responsive, the
connections between digital storytelling and disciplinary literacy
warrant considered exploration. Connecting Disciplinary Literacy
and Digital Storytelling in K-12 Education develops a conceptual
framework around pedagogical connections to digital storytelling
within K-12 disciplinary literacy practices. This essential
reference book supports student success through the integration of
digital storytelling across content areas and grade levels.
Covering topics that include immersive storytelling,
multiliteracies, social justice, and pedagogical storytelling, it
is intended for stakeholders interested in innovative K-12
disciplinary literacy skill development, research, and practices
including but not limited to curriculum directors, education
faculty, educational researchers, instructional facilitators,
literacy professionals, teachers, pre-service teachers,
professional development coordinators, teacher preparation
programs, and students.
Literacy and popular culture are intrinsically linked as forms of
communication, entertainment, and education. Students are motivated
to engage with popular culture through a myriad of mediums for a
variety of purposes. Utilizing popular culture to bridge literacy
concepts across content areas in K-12 settings offers a level
playing field across student groups and grade levels. As concepts
around traditional literacy education evolve and become more
culturally responsive, the connections between popular culture and
disciplinary literacy must be explored. Disciplinary Literacy
Connections to Popular Culture in K-12 Settings is an essential
publication that explores a conceptual framework around pedagogical
connections to popular culture. While highlighting a broad range of
topics including academic creativity, interdisciplinary
storytelling, and skill development, this book is ideally designed
for educators, curriculum developers, instructional designers,
administrative officials, policymakers, researchers, academicians,
and students.
The idea of storytelling goes beyond the borders of language,
culture, or traditional education, and has historically been a tie
that bonds families, communities, and nations. Digital storytelling
offers opportunities for authentic academic and non-academic
literacy learning across a multitude of genres. It is easily
accessible to most members of society and has the potential to
transform the boundaries of traditional education. As concepts
around traditional literacy education evolve and become more
culturally and linguistically relevant and responsive, the
connections between digital storytelling and disciplinary literacy
warrant considered exploration. Connecting Disciplinary Literacy
and Digital Storytelling in K-12 Education develops a conceptual
framework around pedagogical connections to digital storytelling
within K-12 disciplinary literacy practices. This essential
reference book supports student success through the integration of
digital storytelling across content areas and grade levels.
Covering topics that include immersive storytelling,
multiliteracies, social justice, and pedagogical storytelling, it
is intended for stakeholders interested in innovative K-12
disciplinary literacy skill development, research, and practices
including but not limited to curriculum directors, education
faculty, educational researchers, instructional facilitators,
literacy professionals, teachers, pre-service teachers,
professional development coordinators, teacher preparation
programs, and students.
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