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Park offers deft analysis of the changes to college admissions and campus life since the US Supreme Court ruled to restrict race-conscious policies in two 2023 cases: Students for Fair Admissions (SFFA) v. Harvard and SFFA v. the University of North Carolina, Chapel Hill. Park offers clear explanations of the rulings, their historical context, and their implications for higher education policy. She highlights how the Supreme Court still allows campuses to consider the role of race in students' experiences and that numerous tools to advance diversity in admissions remain.     In this lively, timely work, Park points out the swift and stark post-ruling shifts in campus demographics and grapples with questions of how to push toward a more equitable admissions system. She investigates alternative initiatives, such as test-optional and test-free admissions, percent plans, and others, weighing their merits and drawbacks. She also examines inequality affecting college applications themselves and offers ideas for reform. Integrating up-to-the minute research on admissions, standardized testing, enrollment management, and the campus racial climate, Park recommends actions that can advance equity-oriented access to higher education despite the current restrictions on race-conscious admissions.     Park ends with a call to campus leaders, policymakers, and practitioners to reimagine selective college admissions and attendance and offers a glimpse of what the future could hold.\u003c\/p\u003e","brand":"HARVARD EDUCATION PRESS","offers":[{"title":"Default Title","offer_id":44065992540205,"sku":"9798895570456","price":78.99,"currency_code":"AUD","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0616\/1298\/2317\/files\/9798895570456.jpg?v=1782650184"},{"product_id":"9781462559060","title":"Handbook of Learning Disabilities","description":"\u003cp\u003e\u003cstrong\u003eThis definitive handbook is now in an extensively revised third edition, including many all-new chapters and new topics.\u003c\/strong\u003e Foremost experts review the breadth of current knowledge about learning disabilities (LD), from core psychological and neurobiological processes to evidence-based instruction. Chapters describe best practices in identifying and supporting students with difficulties in reading, writing, math, and other content areas. Service delivery models that support differentiated instruction and data-based decision making are examined, and ways to meet the needs of specific populations, including English learners with LD, are explored. Prior edition editors: H. Lee Swanson, Karen R. 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The volume reviews innovative ways to conduct content-rich classroom conversations, deliver strategy and text structure instruction, target motivational aspects of comprehension, use assessment to guide comprehension-focused instruction, and more. Ways to support language and reading comprehension with multilingual and multidialectal learners are considered in depth. Ideal for professional learning within a science-of-reading perspective, each chapter provides guiding questions, research reviews, classroom applications, and reflection questions.\u003c\/p\u003e\u003cbr\u003e","brand":"GUILFORD PUBLICATIONS","offers":[{"title":"Default Title","offer_id":44078645215277,"sku":"9781462559596","price":93.99,"currency_code":"AUD","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0616\/1298\/2317\/files\/9781462559596.jpg?v=1782648153"},{"product_id":"9780807787786","title":"Is Everyone Really Equal? 3\/e","description":"\u003cp\u003eThis is the long-awaited third edition of the bestselling, multi-award-winning introduction to foundational concepts in social justice education.   Accessible to students from high school through graduate school, this comprehensive resource addresses the most common stumbling blocks to understanding social justice. In response to the deep divides in public discourse, this edition provides a framework for reaching common ground on issues of justice within a pluralistic democracy. The authors have updated statistics, research, and examples, and revised discussion questions and extension activities to guide classroom dialogue and engagement with today's complex issues. New topics include the science of sex and gender, and the political backlash against equity and racial justice efforts. The authors trace the roots of white supremacy globally in the history of colonialism. Concepts such as oligarchy, kleptocracy, and capitalism's relationship to democracy are introduced and discussed. Is Everyone Really Equal? is an up-to-date and engaging textbook and professional development resource that includes many user-friendly features, examples, vignettes, and activities to not just define but illustrate key concepts.  Book Features:     User-friendly features such as accessible language, \"definition boxes\" to reinforce concepts, \"perspective checks\" to acknowledge multiple viewpoints, and \"stop boxes\" that anticipate and address common points of resistance. A glossary that includes an explanation of social justice language and its complexities and changes over time. Discussion questions, extension activities, and exercises for book groups and classroom study. An accessible resource for instructors in disciplines including education, sociology, political science, criminal justice, nursing, social work, health sciences, gender and sexuality studies, and race and ethnic studies in the United States and Canada.\u003c\/p\u003e","brand":"TEACHERS COLLEGE PRESS","offers":[{"title":"Default Title","offer_id":44145328947245,"sku":"9780807787786","price":89.99,"currency_code":"AUD","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0616\/1298\/2317\/files\/9780807787786.jpg?v=1782650769"},{"product_id":"9780807787793","title":"Is Everyone Really Equal? 3\/e","description":"\u003cp\u003eThis is the long-awaited third edition of the bestselling, multi-award-winning introduction to foundational concepts in social justice education.   Accessible to students from high school through graduate school, this comprehensive resource addresses the most common stumbling blocks to understanding social justice. In response to the deep divides in public discourse, this edition provides a framework for reaching common ground on issues of justice within a pluralistic democracy. The authors have updated statistics, research, and examples, and revised discussion questions and extension activities to guide classroom dialogue and engagement with today's complex issues. New topics include the science of sex and gender, and the political backlash against equity and racial justice efforts. The authors trace the roots of white supremacy globally in the history of colonialism. Concepts such as oligarchy, kleptocracy, and capitalism's relationship to democracy are introduced and discussed. Is Everyone Really Equal? is an up-to-date and engaging textbook and professional development resource that includes many user-friendly features, examples, vignettes, and activities to not just define but illustrate key concepts.  Book Features:     User-friendly features such as accessible language, \"definition boxes\" to reinforce concepts, \"perspective checks\" to acknowledge multiple viewpoints, and \"stop boxes\" that anticipate and address common points of resistance. A glossary that includes an explanation of social justice language and its complexities and changes over time. Discussion questions, extension activities, and exercises for book groups and classroom study. An accessible resource for instructors in disciplines including education, sociology, political science, criminal justice, nursing, social work, health sciences, gender and sexuality studies, and race and ethnic studies in the United States and Canada.\u003c\/p\u003e","brand":"TEACHERS COLLEGE PRESS","offers":[{"title":"Default Title","offer_id":44145329012781,"sku":"9780807787793","price":270.0,"currency_code":"AUD","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0616\/1298\/2317\/files\/9780807787793.jpg?v=1782650772"},{"product_id":"9780807787328","title":"Resisting Antiblackness in Education","description":"\u003cp\u003eCentered on the vibrancy of Black culture, this book offers an antiracist pedagogical framework for engaging Black youth in educational and community settings.  Resisting Antiblackness in Education refuses the logics of antiblackness that permeate societal and educational structures and, instead, offers an antiracist counter-logic rooted in the aesthetics of Black youth-a historical and ongoing form of cultural expression and perception.  Blending Black studies with critical educational theory, the author offers both a reflective and practical guide to help educators, researchers, community workers, families, and activists engage with Black youth aesthetics in ontologically restorative ways. Through memoir, aesthetic history, cultural critique, and case studies from a decade of research, readers are reoriented toward a pedagogy born from the social, psychic, and material lives of Black urban youth. Going beyond theory, this book includes actions, activities, and reflection questions that can be implemented directly in K-12 classrooms and other educational contexts.  Resisting Antiblackness in Education is a call to embrace an educational approach that is both intellectually stimulating and practically grounded, a critical and creative catalyst in the fight for Black youth and communities everywhere.  Book Features:     Offers a tangible antiracist pedagogical framework for engaging with Black youth in educational and community settings, including content unit designs, lesson plans, projects, school or community initiatives, family activities, and more.  Blends research with personal narrative, along with aesthetic artifacts of youth (e.g., collages, poetry, paintings, clay sculptures, art, public service announcements) to contextualize the pedagogical theory. Connects to Black aesthetic history to give readers an immersive experience so they are better prepared to execute the pedagogy, including many prompts to engage in self-reflection throughout the text. Focuses on youth voice to empower students, and all those committed to uplifting students, by recognizing their agency and cultural contributions and challenging traditional models of education that prioritize one-directional knowledge dissemination. Provides a broad context of anti-Black oppression that highlights the United States but also discussing antiblackness globally, inviting readers to engage with the text from their unique vantage points.\u003c\/p\u003e","brand":"TEACHERS COLLEGE PRESS","offers":[{"title":"Default Title","offer_id":44145329307693,"sku":"9780807787328","price":109.0,"currency_code":"AUD","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0616\/1298\/2317\/files\/9780807787328.jpg?v=1782650778"},{"product_id":"9780807787335","title":"Resisting Antiblackness in Education","description":"\u003cp\u003eCentered on the vibrancy of Black culture, this book offers an antiracist pedagogical framework for engaging Black youth in educational and community settings.  Resisting Antiblackness in Education refuses the logics of antiblackness that permeate societal and educational structures and, instead, offers an antiracist counter-logic rooted in the aesthetics of Black youth-a historical and ongoing form of cultural expression and perception.  Blending Black studies with critical educational theory, the author offers both a reflective and practical guide to help educators, researchers, community workers, families, and activists engage with Black youth aesthetics in ontologically restorative ways. Through memoir, aesthetic history, cultural critique, and case studies from a decade of research, readers are reoriented toward a pedagogy born from the social, psychic, and material lives of Black urban youth. Going beyond theory, this book includes actions, activities, and reflection questions that can be implemented directly in K-12 classrooms and other educational contexts.  Resisting Antiblackness in Education is a call to embrace an educational approach that is both intellectually stimulating and practically grounded, a critical and creative catalyst in the fight for Black youth and communities everywhere.  Book Features:     Offers a tangible antiracist pedagogical framework for engaging with Black youth in educational and community settings, including content unit designs, lesson plans, projects, school or community initiatives, family activities, and more.  Blends research with personal narrative, along with aesthetic artifacts of youth (e.g., collages, poetry, paintings, clay sculptures, art, public service announcements) to contextualize the pedagogical theory. Connects to Black aesthetic history to give readers an immersive experience so they are better prepared to execute the pedagogy, including many prompts to engage in self-reflection throughout the text. Focuses on youth voice to empower students, and all those committed to uplifting students, by recognizing their agency and cultural contributions and challenging traditional models of education that prioritize one-directional knowledge dissemination. Provides a broad context of anti-Black oppression that highlights the United States but also discussing antiblackness globally, inviting readers to engage with the text from their unique vantage points.\u003c\/p\u003e","brand":"TEACHERS COLLEGE PRESS","offers":[{"title":"Default Title","offer_id":44145329340461,"sku":"9780807787335","price":326.0,"currency_code":"AUD","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0616\/1298\/2317\/files\/9780807787335.jpg?v=1782650781"},{"product_id":"9781433848872","title":"As You Are","description":"\u003cp\u003eWill the world keep its smile and say you're worthy, as a boy, as a teen, as a man? \/ Will the world greet you kindly morning and night, as you let go of my hand? \/ I can't control what the world will do, my child, so remember these words I say to you.    Every Black mother wishes the world could see her son as she sees him. All too soon, it seems to forget the innocent child she has known and loved since before his birth.   To prepare him as he's about to take on the world, a mother shares her heartfelt wisdom that she hopes her child carries with him always-to embrace the world when it is kind, to know that he is worthy when the world is not, and to remember that her love will never waver.   Accompanied by rich illustrations, this is a moving and insightful guide to growing up as a Black boy. Included is a note from the author, who has a background in psychology, that discusses starting all-too-necessary conversations.\u003c\/p\u003e","brand":"MAGINATION PRESS","offers":[{"title":"Default Title","offer_id":44145330356269,"sku":"9781433848872","price":39.99,"currency_code":"AUD","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0616\/1298\/2317\/files\/9781433848872.jpg?v=1782650977"},{"product_id":"9781433848704","title":"Sheep Shape","description":"\u003cp\u003eChip is a sheep. As you certainly know, sheep grow wool. Lucky coincidence, because Chip loves wool. This year, he's made a decision: no shearing for him. He is going to escape.   It's shearing day at the farm, but Chip loves his warm, cozy wool too much! So he ventures out into the wilderness, determined to explore and see the world. The other sheep don't understand-why would Chip leave the safety of the flock? Isn't he comfortable following, like everyone else? He'll look ridiculous if he doesn't get sheared, and doesn't he know there are wolves in the mountains?   But Chip doesn't care! Destiny calls! He has big dreams: places to see, and things to do. He wants to have experiences and let his wool grow big! And maybe eventually, one of those experiences will be coming back home.   Included is a reader's note for adults on talking to children about independence, individuality, risk-taking, and resilience. 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Dalton bring this analysis up to the present, including examining California's often unique state law as well as applicable federal law, and exploring how they combine to affect the day-to-day operation of the state's traditional public, charter, and private schools.   Beginning with an explanation of the legal framework for California schooling, the book moves quickly to examine important areas of law including curriculum, teacher and student rights of expression, religion in the public school setting, racial and gender discrimination, students with disabilities, student discipline, privacy, search and seizure, and legal liability in both state and federal court. Also included are chapters on unions and collective bargaining, employment, and educational finance issues.    Law never stands still and is proceeding at a record pace in education. This book is an invaluable tool for readers who wish to obtain a working knowledge of this extensive area of education law.\u003c\/p\u003e","brand":"STANFORD UNIVERSITY PRESS","offers":[{"title":"Default Title","offer_id":44145330454573,"sku":"9781503640450","price":323.0,"currency_code":"AUD","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0616\/1298\/2317\/files\/9781503640450.jpg?v=1782650998"},{"product_id":"9781503644366","title":"California School Law 4\/e","description":"\u003cp\u003eAn invaluable, comprehensive resource for the vibrant and ever-evolving landscape of education law.   California School Law provides an accessible, comprehensive source for the latest law and policy in this rapidly changing and critical field. Earlier editions of the book, authored by Frank Kemerer and Peter Sansom, have become coveted desktop references for administrators, governing board members, education attorneys, union leaders, and policymakers. In this updated and expanded fourth edition, Dean T. Adams and Margaret A. Dalton bring this analysis up to the present, including examining California's often unique state law as well as applicable federal law, and exploring how they combine to affect the day-to-day operation of the state's traditional public, charter, and private schools.   Beginning with an explanation of the legal framework for California schooling, the book moves quickly to examine important areas of law including curriculum, teacher and student rights of expression, religion in the public school setting, racial and gender discrimination, students with disabilities, student discipline, privacy, search and seizure, and legal liability in both state and federal court. Also included are chapters on unions and collective bargaining, employment, and educational finance issues.    Law never stands still and is proceeding at a record pace in education. This book is an invaluable tool for readers who wish to obtain a working knowledge of this extensive area of education law.\u003c\/p\u003e","brand":"STANFORD UNIVERSITY PRESS","offers":[{"title":"Default Title","offer_id":44145330520109,"sku":"9781503644366","price":80.99,"currency_code":"AUD","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0616\/1298\/2317\/files\/9781503644366.jpg?v=1782651001"},{"product_id":"9781603297158","title":"Teaching with Science Writing in the Humanities Classroom","description":"\u003cp\u003eOptions for teaching science writing in humanities courses     Science writing is an expansive genre that invites collaborations between the humanities and science-not as separate endeavors but as mutually constitutive practices. Engaging with long-standing scholarly conversations in science and technology studies, literature and science, rhetoric, and science communication, the essays in this volume showcase the value of science writing as a mode of cultural analysis, as an object of close reading, and as a foundation for justice-oriented pedagogies. Readers will find practical strategies for teaching science writing in literature, writing, and interdisciplinary classrooms, from general education courses to electives to graduate courses.     This volume also contains discussion of the following authors and works: Adelard of Bath, Quaestiones naturales (Natural Questions); Albertus Magnus, On Animals; Amy Matilda Cassey; Geoffrey Chaucer, Parliament of Fowls; Samuel Taylor Coleridge, The Rime of the Ancient Mariner; Charles Darwin; Lorraine Daston and Peter Galison, Objectivity; Emily Dickinson; Amitav Ghosh, The Hungry Tide; Ibn al-Nafis, Theologus Autodidactus (Self-Taught Theologian); Robin Wall Kimmerer, Braiding Sweetgrass; Jamaica Kincaid, My Garden (Book); Thomas S. Kuhn, The Structure of Scientific Revolutions; Bruno Latour; Marie de France, \"Bisclavret\" (\"The Werewolf\"); Aimee Nezhukumatathil, World of Wonders; Philosophical Transactions of the Royal Society; Britt Rusert, Fugitive Science; C. P. 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Engaging with long-standing scholarly conversations in science and technology studies, literature and science, rhetoric, and science communication, the essays in this volume showcase the value of science writing as a mode of cultural analysis, as an object of close reading, and as a foundation for justice-oriented pedagogies. Readers will find practical strategies for teaching science writing in literature, writing, and interdisciplinary classrooms, from general education courses to electives to graduate courses.     This volume also contains discussion of the following authors and works: Adelard of Bath, Quaestiones naturales (Natural Questions); Albertus Magnus, On Animals; Amy Matilda Cassey; Geoffrey Chaucer, Parliament of Fowls; Samuel Taylor Coleridge, The Rime of the Ancient Mariner; Charles Darwin; Lorraine Daston and Peter Galison, Objectivity; Emily Dickinson; Amitav Ghosh, The Hungry Tide; Ibn al-Nafis, Theologus Autodidactus (Self-Taught Theologian); Robin Wall Kimmerer, Braiding Sweetgrass; Jamaica Kincaid, My Garden (Book); Thomas S. Kuhn, The Structure of Scientific Revolutions; Bruno Latour; Marie de France, \"Bisclavret\" (\"The Werewolf\"); Aimee Nezhukumatathil, World of Wonders; Philosophical Transactions of the Royal Society; Britt Rusert, Fugitive Science; C. P. 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Hence, curriculum and pedagogy are sociocultural phenomena that impact and are impacted by context (e.g., students, community, colleagues, geography, etc.).     Once upon a time, curriculum and pedagogy were the spaces in which educators could exercise creativity and exploration, reflecting the individual needs of their students and communities. However, as political structures shifted and the standards movement took hold in the late 20th century, freedoms around curriculum and pedagogy began to fade with increased oversight over and standardization of \"best practices\" with greater emphasis placed on performance and efficiency. Pedagogical practices were soon framed around producing results (test scores, graduation rates, measurable learning objectives derived from prescribed state standards), while curriculum became a prescribed structure formatted to reflect state standards with an eye toward test performance. Curriculum and pedagogy were further impeded by hegemonic forces calling for censorship of teaching and curriculum, such as the ban on Ethnic Studies in Tucson, Arizona, and continued attacks on Critical Race Theory nationwide. Further, curriculum became a tool for concealing and\/or silencing the experiences and voices of our diverse students, educators, and communities. The results of these phenomena are teachers feeling uninspired and deprofessionalized and students feeling devalued and unheard-especially marginalized students.     Since curriculum and pedagogy directly impact the experiences of teachers and students, they must be transformed. However, how do we do that within today's tenuous PreK-12 environment? How do we transform curriculum and pedagogy so that they reflect, liberate, and ensure justice for students and educators in preschools, elementary schools, middle schools, high schools and the content areas taught within them? Moving from Traditional to Transformative Curriculum and Pedagogy addresses these challenges by providing clear and direct guidance for current and aspiring educators committed to transforming the status quo in their classrooms and schools.     Innovative and creative methodologies and practices that aspiring and practicing educators can use right away are the primary focus of this book. Because the editors and contributors are former or current PreK-12 practitioners and\/or education scholars, this book is written for a broad educational audience. The editors and contributors provide preservice and practicing teachers entry points for transforming the educational landscape in favor of liberatory, transformative practices in PreK-12 schools across grade levels, content areas, school types, and geographic regions. Additionally, this book is ideal for teacher preparation programs as well as PreK-12 professional development, as this book guides readers through theoretical and empirical discussions, supported by hands-on applications that enable real-time application, and concludes with interactive features, like case studies, extension activities, and discussion prompts.\u003c\/p\u003e","brand":"MYERS EDUCATION PRESS","offers":[{"title":"Default Title","offer_id":44145330618413,"sku":"9781975506865","price":99.99,"currency_code":"AUD","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0616\/1298\/2317\/files\/9781975506865.jpg?v=1782651010"},{"product_id":"9798895570425","title":"The Reasons Teachers Stay","description":"\u003cp\u003eA research-based guide uncovering what teachers say keeps them in their schools-and how leaders can sustain them     The Reasons Teachers Stay offers a powerful new perspective on the urgent issue of teacher retention. While national headlines focus on why so many teachers leave, Douglas B. Larkin and Suzanne Poole Patzelt flip the question to ask: What makes teachers stay? Larkin and Patzelt's findings can inform the practice of administrators, school leaders, and teachers in creating supportive work environments within K-12 school districts.     Drawing on a six-year longitudinal study of US schools, districts, and communities with high rates of teacher retention, the work reveals that sustaining effective teachers in their jobs requires more than just a satisfactory working environment and incentives. Larkin and Patzelt find that teachers are retained when an interrelated set of conditions, including a manageable teaching load, a degree of autonomy, adequate compensation, and supportive relationships with colleagues, are in place to meet their needs. They present their findings using the teacher embeddedness framework to show how fit, interpersonal connections, and school-based\/community assets matter more than previously understood.     Engaging case studies and interviews with teachers and administrators throughout the book illustrate these concepts in action. The work ends with practical recommendations to enact key tenets of the framework in schools, such as establishing mentorship and induction programs; fostering teacher agency, autonomy, and protection; and providing strong support for teachers of color.\u003c\/p\u003e","brand":"HARVARD EDUCATION PRESS","offers":[{"title":"Default Title","offer_id":44145330651181,"sku":"9798895570425","price":83.99,"currency_code":"AUD","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0616\/1298\/2317\/files\/9798895570425.jpg?v=1782651013"},{"product_id":"9798895570487","title":"Readiness","description":"\u003cp\u003eAn enlightening overview of how early childhood education and care works in the United States and practical steps for how the systems of delivery might be improved \t  \t  \tIn Readiness, Elliot Regenstein dives into how states oversee publicly funded early childhood services. While early education and care have increasingly been treated as a public good, families still struggle to find the services they need. This book looks at the states seeking to develop coherent systems from a mix of care and education programs, highlighting successes achieved to date and laying out the challenges ahead. It is an insider's guide to who makes which decisions in state early childhood systems-and how those decisions get made.   Regenstein looks at the capacity states have to manage their systems, and how they have worked to reorient their capacity over time to better serve families with young children. He looks at how states have supported community-level leadership, including how early childhood providers have sought to work with public schools. The book highlights the information gaps that have plagued state and local leaders, and some of the growing efforts to close those gaps. It also examines the advocates and philanthropists whose work has a major influence on state policy.   Regenstein provides examples of how states have unified governance, strengthened community capacity, and upgraded data collection and delivery to respond to the needs of families and communities. He recommends next steps for policymakers in state and local government, advocates, and philanthropists to bring about positive change to achieve aligned, well-funded early childhood care services.\u003c\/p\u003e","brand":"HARVARD EDUCATION PRESS","offers":[{"title":"Default Title","offer_id":44145330683949,"sku":"9798895570487","price":85.99,"currency_code":"AUD","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0616\/1298\/2317\/files\/9798895570487.jpg?v=1782651016"},{"product_id":"9798895570517","title":"Educating Multilingual Learners 2\/e","description":"\u003cp\u003eAn updated edition offering a framework of best practices for the K-12 educators of the 5.3 million US students who are multilingual language learners   In this wholly updated second edition of Educating Multilingual Learners, the authors streamline their easy-to-use protocols for teachers of multilingual learners so that they apply to students who are learning through any new language in any PreK-12 classroom context. \t  \t  \tThe authors present the new, teacher-friendly Teaching All Subjects, Language, and Literacy (TASLL) Framework that can be implemented flexibly to meet the needs of multilingual learners in the classroom. Drawing from the latest research and culturally relevant pedagogy, this new edition illuminates for teachers why and how to use the full linguistic repertoire of multilingual learners. It also encourages a collaborative approach to classroom instruction, recommending simple first steps to educator partnerships. \t  \t  \tThroughout the book, the authors return to four case study students of different ages, backgrounds, and levels of language proficiency to show the TASLL Framework in action. Pre-service and in-service teachers will find this an invaluable resource for classroom teaching of multilingual language learners.\u003c\/p\u003e","brand":"HARVARD EDUCATION PRESS","offers":[{"title":"Default Title","offer_id":44145330716717,"sku":"9798895570517","price":80.99,"currency_code":"AUD","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0616\/1298\/2317\/files\/9798895570517.jpg?v=1782651017"},{"product_id":"9781975509453","title":"Beyond Graduation","description":"\u003cp\u003eTransition planning for students with disabilities is often treated as a procedural task rather than an opportunity to address systemic inequities. Beyond Graduation: Navigating Postsecondary Success for Students with Disabilities reframes postsecondary transition through a justice-centered framework that prioritizes equity, inclusion, and culturally responsive practices. The book examines the current state of transition planning, highlighting disparities in access, employment, and community integration for disabled students, particularly those from marginalized backgrounds. It advocates for early intervention, comprehensive assessments, and individualized goals aligned with each student's strengths and aspirations.     The book explores how race, disability, and socioeconomic status intersect to shape postsecondary experiences, emphasizing the need for equity-centered transition practices that address systemic biases in special education. It critiques traditional definitions of college readiness and advocates for inclusive curriculum design and equitable access to advanced coursework.     Strategies for fostering independence, financial literacy, and self-advocacy are outlined, along with practical recommendations for navigating postsecondary systems and digital spaces. The concluding chapter underscores the importance of accountability, systemic change, and justice-oriented planning that prepares all students to thrive beyond graduation. Designed for educators, practitioners, students, families, educators, and policymakers, this research bridges the gap between policy and practice, offering actionable solutions to empower students with disabilities to achieve success beyond the classroom and into adulthood.     Perfect for courses such as: Foundations of Postsecondary Transition Planning for Students with Disabilities; Equity and Inclusion in College Readiness Programs; Principles of Independent Living and Life Skills Development; Addressing Ableism and Systemic Barriers in Higher Education; Intersectionality and Disability: Navigating Race, Class, and Access; Technology and Access in Postsecondary Education; Advocacy and Self-Determination for Students with Disabilities; Introduction to Special Education; and Exceptional Children\u003c\/p\u003e","brand":"MYERS EDUCATION PRESS","offers":[{"title":"Default Title","offer_id":44145330815021,"sku":"9781975509453","price":106.0,"currency_code":"AUD","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0616\/1298\/2317\/files\/9781975509453.jpg?v=1782651031"},{"product_id":"9781681259123","title":"Understanding Families 3\/e","description":"\u003cp\u003eFamilies of young children are more complex and diverse than evera \"and todaya (TM)s early childhood professionals must be fully prepared to meet their needs. With the third edition of this bestselling text, pre- and inservice practitioners will develop the critical skills and knowledge they need to understand and support diverse families of children birth to 5. Enhanced with timely updates reflecting changes in the research and the field, this new edition is ideal for use as a professional reference or a core introductory text for child and family courses. Early childhood educators and interventionists will keep this book close at hand year after year to advance their cultural competence and help them meet the individual needs of each family they work with.  LEARN HOW TO:     work effectively and respectfully with families across different contexts,  from site-based intervention to home visits better understand the racial, cultural, ethnic, and linguistic underpinnings of a family's life develop interventions that reflect each family's viewpoints, practices, and preferences communicate and collaborate effectively with every family provide culturally responsive support to families of children with disabilities address risk factors such as poverty, addiction, and violence support the emotional well-being of families and strong caregiver-child attachment guide families in developing the confidence and competence to achieve their goals and help their children thrive  New and updated information on: linguistic challenges and translanguaging immigrant and refugee families DEC EI\/ECSE Standards and Recommended Practices race, equity, and social justice foster families unhoused families curriculum materials\u003c\/p\u003e","brand":"BROOKES PUBLISHING CO","offers":[{"title":"Default Title","offer_id":44145331011629,"sku":"9781681259123","price":104.0,"currency_code":"AUD","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0616\/1298\/2317\/files\/9781681259123.jpg?v=1782624566"},{"product_id":"9781421454702","title":"Peak Higher Ed","description":"\u003cp\u003eMapping out the strategic future of higher education.  Over the past decade, American colleges and universities have seen enrollment decline, campuses close , programs cut, faculty and staff laid off, and public confidence erode. In Peak Higher Ed, futurist Bryan Alexander forecasts what the next decade might hold if we continue down this path. He argues that the United States has passed its high-water mark for postsecondary education and now faces a critical turning point. How will higher ed institutions respond to this wave of change and crisis?  Combining data-driven research with scenario modeling, Alexander outlines a powerful framework for understanding what led to this moment: declining birthrates, surging student debt, rising tuition, shifting political winds, and growing skepticism about the value of a college degree. He maps out how these forces, if left unchecked, could continue to reshape academia by shrinking its footprint, narrowing its mission, and jeopardizing its role in addressing the planet's most pressing challenges, from climate change to artificial intelligence. Alexander explores how institutions might adapt or recover, presenting two possible futures: a path of managed descent and a more hopeful course of reinvention.  Peak Higher Ed examines the fraying of the \"college for all\" consensus, the long shadow of pandemic-era disruptions, and the political polarization that has placed universities in the crosshairs. Written for educators, policymakers, students, and anyone invested in the future of higher learning, this book offers a deeply informed, unflinching look at the road ahead and the choices that will determine whether colleges and universities retreat from their peak or rise to a new one.\u003c\/p\u003e","brand":"JOHNS HOPKINS UNIVERSITY PRESS","offers":[{"title":"Default Title","offer_id":44163134455853,"sku":"9781421454702","price":76.99,"currency_code":"AUD","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0616\/1298\/2317\/files\/9781421454702.jpg?v=1782650207"},{"product_id":"9798895570548","title":"Segregation and School Funding","description":"\u003cp\u003eAn expert examination of district-level segregation and wealth gaps shapes an original, ambitious policy agenda to end K-12 funding inequity and create a truly fair public school system  More than seventy years after Brown v. Board of Education promised equal educational opportunities for students of color, US public schools remain stubbornly segregated, with large gaps persisting in the adequacy of K-12 funding by race and income. In Segregation and School Funding, Matthew Di Carlo and Bruce D. Baker reveal the cycle that keeps resource-starved schools at a perpetual disadvantage and show how to break it.  By pulling back the curtain on the disparate financial situation of schools within metro areas through an original analysis of district cost data nationwide, Di Carlo and Baker show that schools in higher-poverty, disproportionately Black and Hispanic districts must spend more than their lower-poverty, whiter counterparts to achieve the same outcomes. This segregation-fueled disconnect between what districts need and what they actually get perpetuates unequal student outcomes, which reinforce segregation and inequality, within and even between generations.  The good news is that much of the policy infrastructure to disrupt this cycle is already in place. Through a targeted mix of educational and K-12 financial policy reforms at the state and federal level, Di Carlo and Baker argue that we already have the means to dismantle once and for all the self-reinforcing mechanisms that perpetuate a racially discriminatory status quo. Their agenda brings long-struggling schools closer to resource equity and creates an education system where all students-no matter whether they are white or Black, rich or poor-receive the education they deserve.\u003c\/p\u003e","brand":"HARVARD EDUCATION PRESS","offers":[{"title":"Default Title","offer_id":44163134619693,"sku":"9798895570548","price":78.99,"currency_code":"AUD","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0616\/1298\/2317\/files\/9798895570548.jpg?v=1782650213"},{"product_id":"9781782509806","title":"Emily and Daisy","description":"\u003cp\u003eEmily is headed to the meadow to stop Daisy the cow escaping from a hole in the fence. Along the way, Emily meets a big dog, a boastful boy and an old man. But who can bring a bit of magic to help her mend the fence and keep Daisy safe?   This is a delightful springtime story for young children about kindness and helping others from the world-renowned Swedish author--illustrator Elsa Beskow.  This wonderful mini gift edition of Emily and Daisy reproduces Elsa Beskow's classic illustrations and unabridged story in an adorable small format -- ideal for little hands ? with a cloth spine.\u003c\/p\u003e","brand":"FLORIS BOOKS","offers":[{"title":"Default Title","offer_id":44163134652461,"sku":"9781782509806","price":21.99,"currency_code":"AUD","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0616\/1298\/2317\/files\/9781782509806.jpg?v=1782650217"},{"product_id":"9798895570395","title":"Beyond Bad Apples","description":"\u003cp\u003eA measured appraisal of police presence in public schools and advice for educators who teach in these systems     In Beyond Bad Apples, Hannah Carson Baggett addresses the widespread presence of police in K-12 schools in the United States and provides essential guidance for educators who teach in policed environments. Baggett's work helps fill in a glaring gap in teacher education, offering preservice and practicing teachers and administrators a set of skills, strategies, and practices that can help them navigate police-staffed schools to advocate for their students.     Applying a critical eye to what is now a billion-dollar industry, Baggett gives a historical overview of policing in schools, deftly underscoring the systemic issues and policies that have invited police and school resource officers into public schools, all in the name of student safety. Calling on student and teacher voices, she demonstrates how in-school policing is harmful, including racial injustice, youth criminalization, and police violence as well as a culture of surveillance and deficit thinking. In a carceral society, she argues, police involvement shapes the school-prison nexus.     An advocate for abolition, Baggett calls for police-free schools. This urgently necessary work invites readers to reimagine school safety. In support of this mindset shift, each chapter features prompts to encourage educators to reflect on their own experiences, reevaluate disciplinary policies and procedure, and explore other forms of accountability and safety without policing.\u003c\/p\u003e","brand":"HARVARD EDUCATION PRESS","offers":[{"title":"Default Title","offer_id":44163134685229,"sku":"9798895570395","price":80.99,"currency_code":"AUD","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0616\/1298\/2317\/files\/9798895570395.jpg?v=1782650215"},{"product_id":"9781462559657","title":"Differentiated Literacy Instruction in Grades 6-8","description":"\u003cp\u003eFilling a vital need for grades 6-8 educators, this practical guide presents a field-tested framework for promoting students reading, writing, and collaborative learning in the middle school years. The expert authors describe ways to scaffold the development of content knowledge and core literacy skills using challenging, full-length anchor texts and connected text sets. They provide specific differentiation strategies and instructional routines, all emphasizing culturally responsive practice. Teachers see how students with varying support needs can engage productively in lessons focused on reading, discussion, grammar and language, writing, and research. In a convenient large-size format, the book includes links to two complete lesson modules, numerous \"Try It Yourself!\" activities for teachers, and 19 reproducible\/downloadable forms.\u003c\/p\u003e\u003cbr\u003e","brand":"GUILFORD PUBLICATIONS","offers":[{"title":"Default Title","offer_id":44171841568813,"sku":"9781462559657","price":87.99,"currency_code":"AUD","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0616\/1298\/2317\/files\/9781462559657.jpg?v=1782651411"},{"product_id":"9781462559831","title":"Executive Function and Emotional Regulation in the Classroom","description":"\u003cp\u003eThis book presents research-based strategies for helping students thrive academically, socially, and emotionally by harnessing the dynamic interplay of executive function (EF) and emotional regulation. The expert editors and contributors--including EF pioneer Lynn Meltzer--explain how teachers can support EF and emotional regulation in their daily classroom practice with all learners, including neurodiverse students. Chapters describe innovative ways to build students ability to set goals, think flexibly, stay on task, and manage their behavior, alongside crucial capacities for reducing anxiety and stress. Case vignettes illustrate how the interventions discussed help to enhance student engagement while fostering resilience and independent learning.\u003c\/p\u003e\u003cbr\u003e","brand":"GUILFORD PUBLICATIONS","offers":[{"title":"Default Title","offer_id":44171841634349,"sku":"9781462559831","price":93.99,"currency_code":"AUD","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0616\/1298\/2317\/files\/9781462559831.jpg?v=1782651415"},{"product_id":"9781492593751","title":"Therapeutic Recreation Leadership and Programming 2\/e","description":"\u003cp\u003eEquip students with the knowledge and tools to engage in therapeutic recreation.  Therapeutic Recreation Leadership and Programming, Second Edition,  is the only textbook that places leadership at the core of therapeutic recreation (TR) programming. It conveys the synergy between the roles of therapist and recreation specialist--two interconnected functions that promote personal growth and create meaningful leisure experiences for clients.  This second edition aims to equip students with a comprehensive framework for carrying out daily responsibilities in therapeutic recreation, guided by the highest ethical standards, risk management practices, and cultural considerations.  Incorporating the latest research from leading researchers worldwide, along with current regulations, legal mandates, and updated standards of practice, the second edition includes all-new chapters that detail the four steps of the TR process and offer practical guidance on promoting the profession through grants, marketing, and advocacy.  Additional new content featured in the second edition includes the following:     A chapter on balanced programming, helping specialists better understand how to address the needs of diverse client populations in various settings Separate chapters dedicated to the therapeutic recreation process and promoting the profession A section on societal innovations affecting program planning, the spiritual domain, and trauma-informed care Suggestions for a therapeutic recreation toolkit, including arts, cognitively oriented programs, health programs, nature-oriented programs, and social activities, to engage clients in meaningful and productive actions to reach their personal goals.  Additional features--including chapter objectives, sidebars, case studies, and new chapter wrap-ups--make Therapeutic Recreation Leadership and Programming a more approachable and engaging read for students and a helpful reference for those pursuing the Certified Therapeutic Recreation Specialist (CTRS) designation. Part I sets the stage for the practitioner to design and deliver TR programs. Included are core values and principles underlying TR practice and the components of 10 models for TR program design. Part II examines clients, programs, and methods through which students learn to match the needs of clients with the appropriate programs and select strategies to facilitate the achievement of predetermined client outcomes. Part III covers leading group and individual TR programs, advocating for and marketing TR services, and pursuing professional leadership opportunities.  Inspire students with the power and positivity of therapeutic recreation through Therapeutic Recreation Leadership and Programming, Second Edition.\u003c\/p\u003e","brand":"HUMAN KINETICS","offers":[{"title":"Default Title","offer_id":44234408034349,"sku":"9781492593751","price":233.0,"currency_code":"AUD","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0616\/1298\/2317\/files\/9781492593751.jpg?v=1782652963"},{"product_id":"9781782509813","title":"Princess Sylvie","description":"\u003cp\u003ePrincess Sylvie and her father, the king, leave the palace gardens for a walk in the woods. Then Oskar the dog runs off after a cheeky hare and Sylvie's adventures begin. What will they find hiding in the forest?  This is a delightful story for young children about exploring new places and making new friends from the world-renowned Swedish author--illustrator Elsa Beskow.  This wonderful mini gift edition of Princess Sylvie reproduces Elsa Beskow's classic illustrations and unabridged story in an adorable small format -- ideal for little hands ? with a cloth spine.\u003c\/p\u003e","brand":"FLORIS BOOKS","offers":[{"title":"Default Title","offer_id":44234422124589,"sku":"9781782509813","price":21.99,"currency_code":"AUD","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0616\/1298\/2317\/files\/9781782509813.jpg?v=1782652987"},{"product_id":"9798895570593","title":"Getting Real About Sex Ed","description":"\u003cp\u003eA clear, practical approach for K-12 educators to teach crucial life skills, concepts essential to healthy sexuality, and the capacity for meaningful relationships     In Getting Real About Sex Ed, Shafia Zaloom offers educators, administrators, and caregiving adults concrete language and strategies for integrating sexuality education into daily practice, beginning with students in kindergarten and carrying through to high school graduation. Zaloom advocates Comprehensive Sexuality Education (CSE), a holistic framework for K-12 classrooms that addresses the cognitive, emotional, social, and physical aspects of sexuality. The book highlights how CSE scaffolds the sexual development of students as it gradually layers in age-appropriate information, skills, and positive values to practice and prepare for safe and fulfilling relationships, as well as how students can take responsibility for their own sexual health and well-being.     Zaloom draws on the latest research and presents real-world scenarios from classrooms across the country that all educators face in developing students' personal citizenship. With warmth, empathy, and insight, she guides teachers beyond the classroom to the in-between moments of educational spaces: the lunchroom, playground, hallways, and transition periods. She models how educators can deliver developmentally appropriate lessons across grades to inspire personal reflection, integrity, and the capacity to connect with others in community.     In this vital, actionable work, Zaloom ultimately shows how a comprehensive approach to teaching sexuality education equips young people with life skills they need to cultivate mutual respect, care, dignity, and joy in sustained relationships, whether sexual or not, and contribute to a compassionate and just society.\u003c\/p\u003e","brand":"HARVARD EDUCATION PRESS","offers":[{"title":"Default Title","offer_id":44234425270317,"sku":"9798895570593","price":78.99,"currency_code":"AUD","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0616\/1298\/2317\/files\/9798895570593.jpg?v=1782652994"},{"product_id":"9798895570692","title":"Leading for Refugees and Newcomers","description":"\u003cp\u003eA collection of case studies from K-12 schools that show the many ways in which school leaders and practitioners can support newcomer students  In Leading for Refugees and Newcomers, editors Emily R. Crawford, Bryan Mann, Meredith Bittel, and Ryan Rumpf present a series of vividly-drawn, real-world case studies that illustrate how K-12 schools can effectively support their vulnerable populations of immigrant, migrant, and refugee students in a time when shifting immigration policy foments fear and uncertainty. Each case underscores how school leadership holds a critical position for helping transition newcomer students and families into US public schools and communities.  This rich and timely collection assists K-12 educational leaders and practitioners in addressing the social, cultural, and educational obstacles that these newcomer students and their families face. The authors use case studies that cover three key areas-within-school and classroom considerations; policy and administration concerns; and engagement of school partners, communities, and families-along with related analyses and questions for discussion and reflection to prepare practitioners to meet the unique needs of newcomer students. They provide essential insights into issues such as legal background, best practices for linguistic education and building student-teacher relationships, as well as suggestions for resources and networks that can help.  Through ethical, research-based, and equity-minded strategies and actions, this book prepares educators and educational leaders to deliver high-quality education that can shape the well-being and success of newcomer students.\u003c\/p\u003e","brand":"HARVARD EDUCATION PRESS","offers":[{"title":"Default Title","offer_id":44234425827373,"sku":"9798895570692","price":78.99,"currency_code":"AUD","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0616\/1298\/2317\/files\/9798895570692.jpg?v=1782770757"},{"product_id":"9781681259093","title":"Rich Talk with Young Children","description":"\u003cp\u003eThis book is designed as a professional book for teachers, teacher leaders, counselors, and others engaged in the work of nurturing the holistic development of young children. It will include the theory behind early communication, as well as specific strategies and tools teachers can implement immediately. 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Boy and bear spend the day together -- dancing, sneaking snacks and hiding from mum -- until, too soon, it's time for the polar bear to return home. But the boy's ordinary day has been transformed by an unexpected new friend who has helped him see the world in an exciting new way.   The Polar Bear Day is a striking, wordless picture book with characterful illustrations painted directly onto old cardboard boxes, turning rubbish into something beautiful. Park Jihee's unique artwork will captivate readers while also conveying a gentle message about the importance of caring for our endangered environment.\u003c\/p\u003e","brand":"FLORIS BOOKS","offers":[{"title":"Default Title","offer_id":44234427793453,"sku":"9781782509776","price":39.99,"currency_code":"AUD","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0616\/1298\/2317\/files\/9781782509776.jpg?v=1782652999"},{"product_id":"9781782509820","title":"The Land of Long Ago 2\/e","description":"\u003cp\u003eKelly and Kai love to play on the old tree trunk near their cottage in the woods: sometimes it's a horse, sometimes a crocodile and sometimes even a dragon.   One day a mischievous gnome uses magic to turn the tree trunk into a real dragon which takes the children to the Land of Long Ago. On their incredible journey Kelly and Kai meet a princess, rescue a knight and trick the grumpy king of the trolls. But can the old tree dragon bring them home again?  World-renowned Swedish author--illustrator Elsa Beskow's delightful fairy tale celebrates imagination, bravery and the joy of coming home.  This wonderful new edition of The Land of Long Ago faithfully reproduces Beskow's classic illustrations in a collectable picture book featuring a unique hand-crafted design, premium-quality paper, gold foil signature and a luxurious cloth spine. Create an Elsa Beskow library by collecting all of the gorgeous new editions.\u003c\/p\u003e","brand":"FLORIS BOOKS","offers":[{"title":"Default Title","offer_id":44234428743725,"sku":"9781782509820","price":39.99,"currency_code":"AUD","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0616\/1298\/2317\/files\/9781782509820.jpg?v=1782653001"},{"product_id":"9781782509882","title":"Hide and Seek Nessie","description":"\u003cp\u003eSpot Nessie the Loch Ness Monster and her colourful cousins in all sorts of fun and surprising places. 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