Teaching for Educational Equity: Case Studies for Professional Development and Principal Preparation

Teaching for Educational Equity: Case Studies for Professional Development and Principal Preparation

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Overview

Teachers and school leaders are confronted by various issues pertaining to social justice every day. This volume will help school leaders to handle these issues ethically, and is intended to be used by administrators for the professional development of teachers, teacher leaders, and aspiring principals. This volume can be also be used in the higher education classroom in order to prepare current and aspiring administrators to lead for social justice. This volume utilizes the case study approach, which has been found to “sharpen problem-solving skills and to improve the ability to think and reason rigorously” (Harvard Graduate School of Education, 2013). This volume includes cases pertaining to race, class, gender, sexual orientation, discrimination and harassment, culturally responsive pedagogy, et cetera. Each case requires the reader to look beyond the facts, by providing guidance on current research and policy guidelines. Each case provides the reader with additional information that will assist them in making informed decisions. Additionally, each case provides facilitators with guiding questions to assist them in their pedagogy and for subsequent class discussion.

Product Details

ISBN-13: 9781475821918
Publisher: Rowman & Littlefield Publishers, Inc.
Publication date: 08/31/2017
Pages: 186
Product dimensions: 5.90(w) x 8.90(h) x 0.60(d)

About the Author

Jane Beese is an Associate Professor at Youngstown State University. Her areas of interest are equity in curricular and program design, economics of education, program and policy determinants of student learning, and the relationship between student/school resources and student outcomes. Dr. Beese teaches qualitative research, educational psychology and adult learning, organizational leadership, communication and collaboration, and instructional leadership where she employs the use of case study methodology in the classroom.

Jennifer L. Martin is an assistant professor of education at the University of Mount Union, previously an alternative high school English teacher for students labeled at-risk. She isthe editor of Racial Battle Fatigue: Insights from the Front Lines of Social Justice Advocacy (Recipient of the 2016 AERA Division B’s Outstanding Book Recognition Award), Dr. Martinhas numerous publications on bullying and harassment, educational equity, and issues of social justice. She is currently studying the development of culturally responsive leadership practices.

Table of Contents

Acknowledgements
Introduction
Chapter I: “What Are We Going to Do about the Bathrooms?” Transgender Students: Civil Rights or Local Control?
Chapter II: The Social Justice English Teacher
Chapter III: Bus 57: LGBTQ+ Hate Crime, or an Ill Fated Prank?
Chapter IV: Building Relationships to Address Chronic Absenteeism: An Urban Principal takes a Risk
Chapter V: The Turnaround Leader: Complex Solutions for Urban School 20
Chapter VI: “But I Don’t See Color!” Colorblindness and Implicit Bias in a Predominantly White Institution
Chapter VII: A Racist Display in the University Library: Action, Reaction, or Inaction?
Chapter VIII: “He Looks like a Terrorist!” Special Education and Stereotype Threat
Chapter IX: Hostile Environment Sexual Harassment and a BB gun
Chapter X: Violence Erupts at South High School
Chapter XI: Social Justice Guidance and Resources for Teachers and Administrators
Chapter XII: Multicultural Resources for Teachers and Administrators

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