A Cross-Cultural Consideration of Teacher Leaders’ Narratives of Power, Agency and School Culture presents groundbreaking work that expands discussions of teachers’ work to highlight the struggles of a profession in three different countries: England, Jamaica and the United States. This research provides examples of teacher leaders’ narratives about power, agency and school culture, presenting the voices of teacher leaders across diverse contexts. It identifies the “lessons” that transcend culture and speaks to the importance of understanding how teachers’ work (and teacher leadership) functions within complex school cultures. This work has profound implications for teaching, learning and leading in a 21st century global economy.

An Alternate Pragmatism for Going Public interrogates composition’s most prominent responses to contemporary K–16 education reform. By “going public,” teachers, scholars, and administrators rightfully reassert their expertise against corporate-political standards and assessments like the Common Core, Complete College America, and the Collegiate Learning Assessment. However, author Jim Webber shows that composition’s professional imperative for self-defense only partly fulfils the broader aims of “going public,” which include fostering public participation that can assess and potentially affirm the public good of professional judgment.

Drawing on the pragmatic/democratic tradition, Webber envisions an alternate rhetoric of professionalism, one that not only reasserts compositionists’ expertise but also expands opportunities for publics to authorize this expertise. While this public inquiry and engagement may not safeguard professional standing against neoliberal reform, it reorients composition toward an equally important goal, enabling publics to gauge the adequacy of the educational standardization so often advocated by contemporary reform.

The first wave of Black immigrants arrived in North America during the 1960s and 1970s, coming originally from the Caribbean. An opportunity was missed, however, in documenting their everyday experience from a social science perspective: what did it mean for a Barbadian or a Jamaican to live in Toronto or New York? Were they Jamaicans or did they go with the descriptor ‘Black’? What relationship did they have with African Canadians or African Americans? Black Immigrants in North America answers these and other questions while documenting the second wave of Black immigration to North America, which started in the early 1990s. Theoretically and empirically grounded, the book is a documentation of the process of becoming Black – a radical identity transformation where a continental African is marked by Blackness. This, in turn, leads to a deeper understanding of what it means to encounter that social imaginary of, ‘Oh, they all look like Blacks to me!’ This encounter impacts what one learns and how one learns it, where learning English as a Second Language (ESL) is sidestepped in favor of Black English as a Second Language (BESL). Learning becomes a political and a pedagogical project of cultural, linguistic and identity investment and desire.

As Jana Noel taught courses in Educational Foundations, she was constantly struck by the lack of attention to the development of education in California within the currently available Educational Foundations textbooks. As she and other teachers worked their way through traditional texts, they began asking their students questions such as the following. How has the unique, diverse social history of California impacted the development of its public schools? Did California have legalized school segregation? Is there anything about the political structure of California that may have an impact on education? How many times has California law changed to either allow or ban bilingual education? By simply raising questions such as these, Noel noticed a large increase in interest in what had often been considered dry subjects such as history, educational politics, and educational funding. California Foundations of Education addresses the lack of attention to California’s education within Educational Foundations textbooks. The ultimate goal of the book is to scrutinize how education in California has developed in relation to the unique, diverse social history of California.

Case Studies and Case-Based Learning brings authentic, real-world learning to the classroom and:

• Transforms students' thinking and fosters 21st-century skills.
• Provides strategies, examples, and resources for implementing case-based learning across the disciplines.
• Features a step-by-step process for creating case-based lessons.
• Includes connections to inquiry-based, problem-based, and project-based learning.
• Builds off of a prominent educational strategy used in medicine and law.

Choosing College strips away the noise to help you understand why you’re going to school. What's driving you? What are you trying to accomplish? Once you know why, the book will help you make better choices.

The research in this book illustrates that choosing a school is complicated. By constructing more than 200 mini-documentaries of how students chose different postsecondary educational experiences, the authors explore the motivations for how and why people make the decisions that they do at a much deeper, causal level. By the end, you’ll know why you’re going and what you’re really chasing.