Experts in social studies education and gifted education share teacher?tested strategies for differentiating social studies in K?12 classrooms. Chapter authors showcase best-practice and research?based lessons and activities that enrich and expand social studies instruction while building K?12 students' critical and creative thinking. Each chapter contains two or more teacher?tested lessons or activities linking social studies content and concepts to the standards and recommendations of the National Association for Gifted Children (NAGC) and National Council for the Social Studies (NCSS). This edited volume is targeted toward K?12 teachers and administrators, gifted education coordinators and consultants, parents of gifted children, social studies methods instructors, and central office administrators. Each chapter contains activities that can be adapted and replicated in teachers' classrooms. Chapters focus on significant social studies topics such as civic education, historical thinking, drama, and teaching with primary sources. Each topic is approached in ways that meet the needs of gifted education students. Through its emphasis on critical thinking, inquiry?based instruction, and higher order thinking skills, activities and lessons in the book challenge K?12 educators to raise the bar for classroom instruction in ways that improve opportunities of learning for all students.

Experts in social studies education and gifted education share teacher?tested strategies for differentiating social studies in K-12 classrooms. Chapter authors showcase best?practice and research?based lessons and activities that enrich and expand social studies instruction while building K?12 students' critical and creative thinking. Each chapter contains two or more teacher?tested lessons or activities linking social studies content and concepts to the standards and recommendations of the National Association for Gifted Children (NAGC) and National Council for the Social Studies (NCSS). This edited volume is targeted toward K?12 teachers and administrators, gifted education coordinators and consultants, parents of gifted children, social studies methods instructors, and central office administrators. Each chapter contains activities that can be adapted and replicated in teachers' classrooms. Chapters focus on significant social studies topics such as civic education, historical thinking, drama, and teaching with primary sources. Each topic is approached in ways that meet the needs of gifted education students. Through its emphasis on critical thinking, inquiry?based instruction, and higher order thinking skills, activities and lessons in the book challenge K?12 educators to raise the bar for classroom instruction in ways that improve opportunities of learning for all students.

Reflecting on Service-Learning in Higher Education: Contemporary Issues and Perspectives examines forms of pedagogy such as service-learning, experiential learning, and problem-based learning in order to determine how students make connections between and among abstract academic concepts and real-life issues. This edited collection is divided into three sections-"Reflecting on Community Partnerships," "Reflecting on Classroom Practice," and "Reflecting on Diversity"-so as to represent interdisciplinary subjects, diverse student populations, and differing instructional perspectives about service-learning in higher education. Contributors provide service-learning programs and plans that can be replicated or adapted at other institutions of higher education. This book is recommended for scholars and practitioners of education.

As societies grapple with an unprecedented refugee and migration crisis, child refugees and migrants-who constitute a particularly vulnerable immigrant category-have been surprisingly overlooked in immigration scholarship. Interdisciplinary Perspectives on Child Migrants: Seen but Not Heard addresses this lapse by presenting analyses of child refugees and migrants. This comprehensive overview considers the challenges facing young migrants and refugees through richly varied academic perspectives that integrate communication, media studies, journalism, sociology, criminology, cultural studies, international relations, and public policy. Employing diverse theoretical and methodological lenses, this collection addresses the sociopolitical and cultural exigencies prompted by child migrants and refugees, engaging a range of academic and policy discussions. Relevant to scholars and policymakers alike, Interdisciplinary Perspectives on Child Migrants is an integral and foundational text to explore this relatively unchartered region of immigration research.

Reflecting on Service-Learning in Higher Education: Contemporary Issues and Perspectives examines forms of pedagogy such as service-learning, experiential learning, and problem-based learning in order to determine how students make connections between and among abstract academic concepts and real-life issues. This edited collection is divided into three sections-"Reflecting on Community Partnerships," "Reflecting on Classroom Practice," and "Reflecting on Diversity"-so as to represent interdisciplinary subjects, diverse student populations, and differing instructional perspectives about service-learning in higher education. Contributors provide service-learning programs and plans that can be replicated or adapted at other institutions of higher education. This book is recommended for scholars and practitioners of education.

Even the Janitor Is White addresses challenges faced by teacher educators who are committed to diversity education. The chapters in this volume invite readers to reflect on their own practice as teacher educators as well as consider ways in which that practice might be improved. More than forty percent of students in U.S. schools are of non-White ethnicity, yet the majority of teachers are White and middle class. Some teacher education students are resistant to conversations about race or ethnicity in the college classroom, while teacher educators may avoid initiating dialogues about race or ethnicity. U.S. teacher education programs, however, are charged with preparing culturally competent teachers. Educational experts agree teacher educators must direct special attention toward consciousness-raising activities and instructional strategies to increase White educators' awareness of diverse populations, challenge stereotypes, and facilitate interactions between and among ethnic groups. Teacher education programs, pre-service teachers, and others interested in issues of diversity will benefit from this collection of classroom-tested strategies for increasing educators' awareness about diversity.