IAP - Information Age Publishing, Charlotte, NC (2025)

11/19/2024

In the Shadow of the Capitol Dome
Critical Legal Theory and State Level Educational Policymaking

By Brian Boggs, University of Michigan-Dearborn

A volume in Contemporary Perspectives on Educational Politics and the Law

The Tenth Amendment of the United States Constitution places education firmly under the purview of the states. As such, and from the time the first public education system was conceived in the United States, there have been endless battles under the domes of state capitals everywhere to create, control, and reform educational policy. However, despite the prominent role that states and their legislatures have as central actors in forming educational policy, very few policy actors and even fewer academics have been able to pierce the veil of policymaking at the state level. This case study addresses that gap by examining how one particular educational policy – The Michigan Public Education Finance Act – was created, lived, died, and was resurrected in the State of Michigan. Through the exploration of this policy, there is a particular focus on the use of critical legal theory to examine hidden power structure embedded in the legislative legal syste m and apply this often-overlooked critical approach to education policy research. Readers will come to understand what educational policymaking looks like at the state level and how to engage their voice in the process.

With the increasing political nature of education policy and the fight to control it in the halls of local state capitals, educators as well as the public need to know how to access the political system and have their voice heard. However, it can also appear to be impenetrable to an outsider. This book will demystify the policy making process.

CONTENTS
Foreword. Introduction. CHAPTER 1: In the Beginning, There Was Policy. CHAPTER 2: As Policy Is Now. CHAPTER 3: Uncovering the Policy Process. CHAPTER 4: Methods. CHAPTER 5: Entering the Lion’s Den, or Let There Be Policy. CHAPTER 6: The State’s Version of Star Wars. CHAPTER 7: How Policy Dies—A Public Ex*****on. Appendix: Creating Atmospherics. References.

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11/19/2024

Foundations of Leadership
Principles, Practice, and Progress
By:
Kathy L .Guthrie, Florida State University
Brittany Devies, Florida State University
A volume in Contemporary Perspectives on Leadership Learning
This book explores the foundations of leadership by confronting common assumptions and provides language for engaging in the leadership process as a leader and a follower. This practical book was designed for college students who are interested in learning more about the process of leadership, leaders in formal and informal roles, as well as educators and professionals who work with student leaders on college campuses. However, this book is also accessible to high school students, as well as graduate students ready to focus on their leadership learning.

Foundations of Leadership: Principles, Practice, and Progress frames leadership as a process in which followers and leaders engage in a specific context. It offers learning opportunities for students to personally reflect, engage with others, and sharpen their own leadership practice. Each chapter focuses on important foundational topics of leadership with features to engage readers to getting the mo st out of this book. Features include framing at the beginning of each chapter to prepare for learning and stopping points to reflect on their learning throughout the chapters. Each chapter concludes with questions for students to reflect on their own, discussions questions for reflection with others, and activities to “level up” their leadership learning. This book is designed to be accessible for students in a classroom setting, student organizations, community groups, and individual learning opportunities.
CONTENTS
CHAPTER 1: Introduction to the Foundations of Leadership. CHAPTER 2: Leader: Putting Principles to Practice. CHAPTER 3: Follower: Putting Principles to Practice. CHAPTER 4: Honoring the Complexity of Context: Moving Practice to Progress. CHAPTER 5: Navigating the Complexity of the Both/And. CHAPTER 6: Amplifying Principles, Practice, and Progress of Leadership. References. Author Biographies.

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11/19/2024

A Memoir of an Educational Biographer
Gerald Gutek’s Reflections on the Historical and Continuing Value of a Unique Craft
By:
Gerald L .Gutek, Loyola University Chicago
A volume in Research in Life Writing and Education
In his interdisciplinary memoir, Gerald Gutek applies history and philosophy of education to educational biography. The author was guided by his focusing goals of exploring his path to becoming an educational biographer and working generalizations with his colleagues in the field. Gutek’s narrative begins with the author’s childhood experiences that inclined him to a career in education, followed by chapters on his doctoral program in the College of Education at the University of Illinois in Champaign-Urbana; his teaching of history and philosophy and education in the School of Education at Loyola University Chicago; his research and writing of biographies of Johann Heinrich Pestalozzi and Joseph Neef and his textbook, Historical and Philosophical Foundations of Education: a Biographical Introduction; and issues and strategies in writing about Maria Montessori. Throughout the book, Gutek analyzes concepts and applications he developed as an educa tional biographer such as parallel biographies, slice of life writing, reconsidering overlooked and understudied educators, and the role of place and space in telling life stories.

ENDORSEMENTS:
"Readers both new to educational biography or familiar with the discipline will find a valuable account of the author’s long and varied career as a biographer. From his childhood memory of listening to neighbors’ stories in his grandfather’s grocery store, to encounters with the important teachers in his life, Gutek brings his own story to life. As he recounts the influences on his personal intellectual history and the processes of his research and writing, readers gain valuable insights into the methods of an experienced educational biographer." — Larry Prochner, University of Alberta

"For fifty years Gerald Gutek has been and remains one of the seminal and leading voices in the field of educational biography; thus it only makes sense for him to create something new: an intellectual memoir. From his work on Counts in 1970 to his work on Montessori (2016) and her acolytes in the US (2020)--Gutek has reliably bridged the worlds of educational history, educational biography, and philosophical foundations of education; this work cements his legacy. Gutek skillfully interweaves personal and family history with movements in educational history both formal and informal, then explains how these impacted his thinking and writing. Throughout this eminently readable memoir, Gutek also includes political and historical context without engaging in divisiveness. Scholars of life writing should give this a close reading, as Gutek sprinkles nuggets of methodological brilliance throughout the manuscript. Junior scholars would do well to read Gutek’s more substantive sections on the methods used to write each of his books; it is the academic equivalent of Master Class in textual form." — Ed Jan ak, University of Toledo
CONTENTS
Preface. CHAPTER 1: My Grandfather Owned a Grocery Store. CHAPTER 2: Becoming an Historian of Education. CHAPTER 3: Teaching, Writing, and Educational Biography. CHAPTER 4: Pestalozzi and Biography. CHAPTER 5: Joseph Neef, New Harmony, Communal Studies, and Biography. CHAPTER 6: Educational Biography and the Historical and Philosophical Foundations of Education. CHAPTER 7: Montessori as a Subject in Educational Biography. CHAPTER 8: Parallel Biographies in America’s Early Montessorians. CHAPTER 9: Concluding Reflections. References. About the Author.

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11/13/2024

Pedagogies for Equitable Access
Reimagining Multilingual Education for an Uncertain World

Edited by:
Lourdes Cardozo-Gaibisso, Mississippi State University
Ruth Harman, University of Georgia
Max Vazquez Dominguez, University of North Georgia
Cory Buxton, Oregon State University

A volume in Teacher Education in Global Contexts: Promoting

Culturally Sustaining Teachers and Teacher Educators
During the COVID-19 pandemic, public health recommendations for physical distancing created an urgent need for new and remixed online and distance ways of preparing, teaching, and assessing learning practices. This new context forced teacher educators, administrators, and public policymakers around the globe to rethink, reshape, and redesign curriculum, instruction, and assessment practices and modalities. While online education has been an option available to many for decades, no other moment in recent history has demanded such a rapid shift in educational practices, impacting tens of millions of teachers and hundreds of millions of students worldwide. Fortunately, in some cases, highly innovative advances in technological resources have supported educators in designing and implementing transformative approaches. In the field of language education, educators have had to reconceptualize online instruction so that digital and other multimodal resources are de signed to fully engage multilingual students in optimal and equitable learning contexts.

This edited book serves the purpose of focusing the research agendas of K-12 educators, teacher educators, and policymakers on the lessons and insights the field can gain from this crisis as we adapt to the post-pandemic future of language education. As argued over the past three years, the pandemic has exposed multiple structural issues related to accessibility, inequity, and poverty—ubiquitous issues that have existed in our societies for decades. It has also drawn attention to the notion of 'competing priorities,' challenging our ability to determine what can and cannot be done in terms of human, financial, and logistical capacity around the globe. With this focus in mind, the aim of this edited book is to provide readers with robust and systematic thinking about the multifaceted strengths and challenges that have emerged during and after the COVID-19 pandemic. Specifically, in formed by a critical perspective on societal power dynamics and equity, this edited book explores the following interconnected topics in multilingual/multicultural settings: (i) instructional strategies and curriculum adaptations (ii) in-service and pre-service teacher education practices (iii) classroom-based pedagogical innovations and assessment.

CONTENTS
Foreword, Magdalena Pando. Competencies Applied to Teaching an ESOL Methods Course Moved to the Online Environment, Luciana C. de Oliveira and Larisa Olesova. How Emergency Remote Online Language Teaching Informed Post-Lockdown Language Teaching Practices: The Case of Two Chinese EFL Elementary Teachers, Carla Meskill, Dongni Guo, Fang Wang, and Wuri Kusumastuti. Exploring New Assessment Scenarios During the Pandemic: The Case for Design-Based Research, Gabriel Díaz Maggioli. Flexibility in Teaching During the Pandemic: An Action-Research Study of a University Foreign Language Classroom, María Eugenia Lozano. Navigating Complexity: Fostering Inclusive Social Environments in Bilingual Education Through Multimodal Communication, Wilder Yesid Escobar-Almeciga, Lorena Caviedes Cadena, and Fabián Benavides Jiménez. Comparing Elementary School Teachers&rs quo; Culturally Responsive Practices in China and the United States During and Beyond the COVID-19 Pandemic, Alicia R. Thompson and Yaoying Xu. Mapping a Multilingual Future: Navigating Uncertainty With Equitable Pedagogies, Lourdes Cardozo-Gaibisso, Ruth Harman, Max Vazquez Dominguez, and Cory Buxton. About the Contributors.

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11/13/2024

Mathematics Instruction in Dual Language Classrooms
Theory and Research That Informs Practice

Edited by: Marco A .Bravo, Santa Clara University
Kip Téllez, University of California, Santa Cruz

A volume in Research in Bilingual Education

Language and culture play a critical role in the teaching of mathematics and this role intensifies when considering the teaching of mathematics in dual language classrooms. This book unpacks lessons learned from socio-cultural theory being applied to research of the teaching of mathematics to Emergent Bilinguals with the end of informing practice. Utilizing a socio-cultural lens, authors present the possibilities and limits of the teaching of mathematics in dual language programs (90/10; 50/50 models). Themes of translanguaging, disciplinary literacy instruction, and culturally responsive instruction are leveraged to test the potential of these constructs to assist Spanish/English Emergent Bilinguals access rigorous mathematics content. Authors also present limits to these models, as often they can overshadow the mathematics learning. We embrace a stance where language and literacy are seen as tools for content area learning and not as ends unto themselves.

CONTENTS
Foreword, Magaly Lavadenz. Introduction: Speaking the Language of Mathematics in Dual Language Settings, Kip Téllez and Marco A. Bravo. PART I: LANGUAGE, LITERACY, AND CULTURE IN MATHEMATICS CLASSROOM: RESEARCH-BASED PRACTICES. “¿Que va a Pasar?” Exploring Middle School Bilingual Students’ Algebraic Thinking and Translanguaging in Programming Tasks, Sylvia Celedón-Pattichis, Carlos López Leiva, Phuong Tran, and Marios S. Pattichis. Writing in Support of Mathematical Understanding for Emergent Bilingual Learners, Marco A. Bravo and Maria Valencia-Orozco. Bids for Linguistic Capital Through Translanguaging During Spanish and English Mathematics Instruction in Dual Language Classrooms, Jolene Castillo Gregory. The Symbiotic Relationship Between Language and Mathematics: Bootstrapping Writing, Discourse, and Mathematics i n Dual Language Programs, Carmina Mendoza. PART II: SUPPORTING DUAL LANGUAGE TEACHERS WITH MATHEMATICS INSTRUCTION. Teacher Beliefs Toward Bilingual Instruction in Mathematics, Eduardo Mosqueda, Rachael Dektor, and Stephanie E. Hertel. The Effects of a Novel Teacher Professional Development Model on Student Achievement in Spanish/English Dual Language Programs, Xia Yuzhu, Liana Balloffet, and Kip Téllez. Teacher Professional Learning in Dual Language Programs, Adria Patthoff. ”Ahora ya se que hacer”: How Translanguaging Mediates Bilingual Teacher Candidate Reflections and Teaching of Mathematics, Jorge L. Solís, Brenda Sarmiento-Quezada, and Lina Martin Corredor. PART III: FAMILY ENGAGEMENT. Recognizing and Embracing Parents’ Rich Mathematics Backgrounds, Kathleen Stoehr and Briana Bravo. ‘To keep nuestra cultura’: Math, Language, and the Importance of Bilingual Spaces for Bilingual and Latinx Parents, Brenda Sarmiento-Quezada.

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11/08/2024

IAP - Information Age Publishing, Inc, is pleased to announce our November 2024 ATI Packet (Advanced Title Information).

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11/05/2024

TC Record Review

History Education and Historical Inquiry
Reviewed by Tina Ellsworth

Given the decades of research on historical thinking and the centrality of inquiry in the field of history, Bob Bain, Arthur Chapman, Alison Kitson, and Tamara Shreiner constructed History
Education and Historical Inquiry to broaden our knowledge of inquiry-based practices in history education from educators around the world. The volume seeks to identify and explore “commonalities and differences in approaches to inquiry in different contexts” (p. xix) while attempting to provide clarification of what it means to do inquiry in history education. Chapman acknowledges that “traditions of inquiry-based historical teaching and learning have often developed in relative isolation in different national contexts” (p. xx), where researchers often only cite researchers from their home country, thus limiting regional understandings of inquiry. This
text meets the goal of broadening our understanding of inquiry and sharing conceptualizations of inquiry from across the globe.

This volume is practical for classroom teachers while offering inspiring ideas for researchers who seek to further our knowledge related to inquiry in history education. Some chapters speak directly to teachers about ways in which to approach inquiry, including curriculum design and lesson planning, while other chapters illuminate its implementation and highlight the experiences of students engaging in inquiry.

To read the full review please visithttps://journals.sagepub.com/pb-assets/cmscontent/TCZ/Book%20Reviews/2024%20Book%20Reviews/October/History%20Education%20and%20Historical%20Inquiry-1730154905.pdf

11/05/2024

TC Record Review of:

Compassionate Leadership for School Improvement and Renewal Reviewed by Ricardo Lozano

Compassionate Leadership for School Improvement and Renewal aims to equip educational leaders with the knowledge, skills, and learning experiences necessary to approach their work from an intentional stance of compassion. The book consists of 10 chapters divided into three parts: cultivating compassion through reflective, contemplative learning experiences; conceptualizing compassionate leadership; and practicing compassionate leadership.

Compassionate Leadership for School Improvement and Renewal offers a realistic yet fresh approach to the question of how to effectively integrate compassion as a fundamental component of educational leadership preparation programs around the world. Lasater and LaVenia also provide us with a well-grounded, substantial set of applicable suggestions on how to reclaim our power and commit to being agents of compassion despite the behavior of others, and despite our living in a world of incivility.

To read the full review please visithttps://journals.sagepub.com/pb-assets/cmscontent/TCZ/Book%20Reviews/2024%20Book%20Reviews/October/Compassionate%20Leadership%20for%20School%20Improvement%20and%20Renewal-1730154897.pdf

10/30/2024

TC Record Review:

Latinx College Students: Innovations in Mental Health, Advocacy, and Social Justice Programs Reviewed by Ismael C. Carrillo and Tanya J. Gaxiola Serrano

Latinx College Students: Innovations in Mental Health, Advocacy, and Social Justice Programs is a comprehensive exploration of critical issues impacting Latinx students, primarily focusing on Latino males in higher education. Edited by José Miguel Maldonado and Adrianne L. Johnson, this book brings together diverse scholars to offer culturally relevant programs and counseling approaches to mental health practitioners, educators, and administrators. The contributors provide an inclusive analysis of often ignored topics such as machismo, mental health services and access, cultural ideology, exclusionary practices, systemic barriers, racism, converging identities, gender socialization, career theories, and interventions. The book is organized into nine chapters, each addressing different aspects of the Latino male college and university experience regarding mental health, counseling practices, and gender socialization, providing a comprehensive understanding of the topics discussed.

This book comprehensively introduces diverse inquiries, recommendations, practices, and implementation when serving and working with Latino males in higher education, recognizing the contradictions of machismo. As Latina/o scholars in higher education who study gender, we find the content of the book critical to our understanding, examination, and support of Latino males—a developing line of inquiry. The timeliness of the topics explored are essential as higher education continues to witness low enrollment and retention for Latino men and mental health disparities. Furthermore, with our current political and social climate, the Latinx population is constantly targeted in policy and practices, creating a hostile environment for the population. The recommendations provided are theoretical, applicable, and actionable, directly addressing Latino males’ needs in colleges and universities.

To read the full review please visit:https://journals.sagepub.com/pb-assets/cmscontent/TCZ/Book%20Reviews/2024%20Book%20Reviews/October/Latinx%20College%20Students-1727816379.pdf

10/23/2024

News Release...

IAP is pleased to share with you our 2024 virtual exhibit bookstore for the IAP Virtual Book Store for the Southern Management Association (SMA), October 29 - November 2, 2024. https://www.infoagepub.com/vc/SMA24.

Please use the link to our flyer (below) that will provide you with titles of interest, as well as a discount code for any books you purchase from our virtual bookstore. https://www.infoagepub.com/vc/SMA24. Please visit and share with your colleagues as we continue to support the Southern Management Association.

If you or your colleagues should have any new publishing projects, please feel free to submit them directly to me at [email protected]. If you need assistance on how to create a proposal you can visit: https://www.infoagepub.com/proposal-process.html.

10/16/2024

News Release...

IAP is pleased to share with you our 2024 virtual exhibit bookstore for the National Association for Family, School, and Community Engagement (NAFSCE), October 23 - 25, 2024. https://www.infoagepub.com/vc/NAFSCE24.

Please use the link to our flyer (below) that will provide you with titles of interest, as well as a discount code for any books you purchase from our virtual bookstore. https://www.infoagepub.com/vc/NAFSCE24. Please visit and share with your colleagues as we continue to support the National Association for Family, School, and Community Engagement.

If you or your colleagues should have any new publishing projects, please feel free to submit them directly to me at [email protected]. If you need assistance on how to create a proposal you can visit: https://www.infoagepub.com/proposal-process.html.

10/14/2024

A Systems Approach to Public Administration and Social Equity
By:
Todd Pooser
A volume in Public Administration & Social Equity
A Systems Approach to Public Administration uses General Systems Theory – a cross-disciplinary scientific philosophy first articulated by Ludwig von Bertalanffy then refined by Ervin Laszlo, and covering fields that include but are not limited to human psychology, cell biology, evolutionary biology, linguistics, the theory of consciousness and the human mind, and physics – to formulate “The Plan”: a series of social policies that if enacted, will enable all of humanity to live in the best possible world given the conditions of our existence.

The notion that human society faces a series of unprecedented threats is no longer the purview of those wearing tinfoil hats or walking down Broadway with a sandwich board declaring “The End Is Nigh.” We are at a crossroads after which is, in all likelihood, the point of no return. The Plan transcends common, high-level platitudes to advance series of Public Private Trusts &nd ash; Energy, Resource, Agriculture, Transportation, Health and Technology – in which members invest and become equity partners to create a “Virtual Commonwealth.” In so doing, we leverage our significant population, tax revenue and disposable income majorities to directly and immediately steer the political economy towards a sustainable, equitable, healthy future for everyone.

ENDORSEMENT:
"I have been a Professor of Public Administration and a Social Equity Scholar for the last twenty years. However, the treatment of social equity in Todd Pooser's book presents a unique approach to understanding the concept of social equity. This is a must read book for anyone wanting to analyze social equity from a scientific and /or philosophical perspective. — Richard Greggory Johnson III, University of San Francisco
CONTENTS
Introduction: Why a Systems Approach to Public Administration and Social Equity? CHAPTER 1: An Introduction to General System Theory. CHAPTER 2: A Systems Based Ethics and Social Contract. CHAPTER 3: The Health Trust. CHAPTER 4: The Transportation Trust. CHAPTER 5: The Agriculture Trust. CHAPTER 6: The Energy Trust and The Resource Trust. CHAPTER 7: The Technology Trust. CHAPTER 8: Choosing Our Future Postface — The Virtual Commonwealth. Author Biography.

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10/11/2024

IAP is pleased to share with you our 2024 virtual exhibit bookstore for the Association for Educational Communications & Technology (AECT), October 19 - 23, 2024. https://www.infoagepub.com/vc/AECT24.

Please use the link to our flyer (below) that will provide you with titles of interest, as well as a discount code for any books you purchase from our virtual bookstore. https://www.infoagepub.com/vc/AECT24. Please visit and share with your colleagues as we continue to support the Association for Educational Communications & Technology.

If you or your colleagues should have any new publishing projects, please feel free to submit them directly to me at [email protected]. If you need assistance on how to create a proposal you can visit: https://www.infoagepub.com/proposal-process.html.

10/11/2024

Leading Schools Through and Beyond the Pandemic
Edited by:
Suzy Hardie, University of South Carolina
Helen Goode, The University of Melbourne
David Gurr, University of Melbourne
A volume in International Research on School Leadership
Much of the literature has relied on others commenting on the work of educational leaders, rather than the voice of the leaders driving the commentary. There have been few studies attempting to capture principal voices within and between countries. The International School Leadership Development Network (ISLDN) was formed in 2009 and has had scholars from more than 20 countries involved (Barnett & Woods, 2021). In response to the pandemic, the ISLDN embarked on a study that analyzed the impact Covid-19 had on the school leaders and the way that they lead. The study captures a unique timeframe as the school leaders were still leading through the pandemic and adjusting to leadership after a global pandemic. In this book we are using these cases to describe how principals not only led their schools during the pandemic, but what they are doing as we come out of the pandemic.

What makes this book different from many of the other publications about ed ucation and the pandemic is: A) Principal voice is often missing from research and writing about the educational impact of the COVID pandemic. B) The book draws upon empirical research conducted in 2022. It is reporting on principal case studies collected as part of the research of the International School Leadership Development Network. There are 37 principal cases from seven countries, and 25 writers. These cases have not been reported elsewhere and were collected especially for the book. C) The cases are focused not only on how principals led their school through the pandemic, but how they are leading beyond the pandemic. A feature of the cases is reflection on enduring changes to education and the implications for future educational leadership. D) Whilst principals discuss their responses to the various mandates and pressures, and what worked well and what could have been done better, they also reflect on the support they gave others, and the support they got.
CONTENTS
Dedications. Preface: Leading Schools Through and Beyond the Pandemic, Bruce Barnett. Introduction to Leading Through and Beyond the Pandemic, Suzy Hardie, Helen Goode, and David Gurr. Leading Schools Through and Beyond Extensive Lockdowns: Experiences of Six Principals in Melbourne, Australia, David Gurr, Lawrie Drysdale, Helen Goode, Fiona Longmuir, Campbell McKay, Kendra Parker, Chris Reed, and Paul Sedunary. Navigating Uncertainty During Crisis: Insights into the Experiences of Three Western Australian Principals, Michelle Striepe. Understanding Principal’s Well-being and Leadership Practices during the Pandemic in a Small School in Rural Manitoba, Canada, Morag Ivany and Peng Liu. Leadership in Ghana during the COVID-19 Pandemic: Voices from Suburban and Rural Head-teachers, Corinne Brion. Leading a Private Bilingual School in Kuwait through COVID-19 and Beyond, Suzy Hardie, Peter Moyi, and Taji Abdul-Raheem. The Switch to Online Schooling: Experiences of the Pandemic from School Principals in Malta, Denise Mifsud. Aotearoa New Zealand: Leading for Equity through Disruption and Uncertainty, Sylvia Robertson. Strengthening a Culture of Care: Narratives of Two Experienced Principals in Southern California During and Post-Pandemic, Betty J. Alford. Georgia’s Leaders in a Time of Crisis: Stories of Resilience from the Field, Jami Royal Berry, Karen C. Bryant, Beth Hebert, James Zoll, Tifane Johnson, Sean Schinella, and Carol Williams. Navigating the Challenges of the Principalship in the Southeastern United States during the Pandemic, Peter Moyi and Suzy Hardie. The personal and professional reflections of three Texas high school administrators during the COVID-19 pandemic, Nathern S. Okilwa, Barbara L. Pazey, and Bruce G. Barnett. Reflections on Leading Schools through and beyon d the Pandemic, Helen Goode, David Gurr, and Suzy Hardie. Editor Biographies.

Buy Online at https://www.infoagepub.com/products/Leading-Schools-Through-and-Beyond-the-Pandemic

10/11/2024

Inclusive Leadership
From Theory to Practice
Edited by:
Sheryl Cowart Moss, Georgia State University
Rolandria Justice Emenuga, Justice Consulting Group
A volume in Contemporary Perspectives on Supervision and Instructional Leadership
Inclusive leaders create strong cultures with systems to respond to unique needs and encourage hidden potential. Inclusive leaders think in terms of each rather than all, and they strive to engage each child and adult. This perspective values individual cultural capital. (Cowart Moss, 2020; DeMatthews, 2018; McLeskey, Waldron, & Redd, 2019). Inclusive leadership requires district and school leaders to be intentional, hypervigilant, and to contextualize their work. These actions must be ongoing. They are not accomplishments, rather they must be a way of leading and seeing the world. (Berry, Cowart Moss & Gore, 2018; Mette, 2019).

Leaders can break down barriers or create obstacles. Ironically, leaders may perceive themselves as promoting inclusion while still operating within areas of implicit bias (Arnold, 2019; Theoharis & Causton-Theoharis, 2008; Willey & Magee, 2018). Barriers to inclusion may reside outside of a leader’s di rect control. They may be systemic, or they may arise in unforeseen and unpredictable crises, like the COVID-19 pandemic. While our schools continue to face enormous challenges from COVID-19, they also face stress from increasing awareness and reactions to systemic racism and political polarization. History shows collaboration and strong relationships can greatly impact responses to a crisis and the quality of rebuilding efforts after a crisis. (Stern, Cetron, & Markel 2009). It is increasingly important for school leaders to cultivate inclusive approaches, building repertoires of skills to meet the needs of the diverse, marginalized, and unsettled members of their school communities. Leaders must have theoretical and pedagogical tools for assessing their capacities and for reflecting on their progress. They must have access to resources and support for continued growth.

The ideal of inclusion is synonymous with belonging and caring, but ideals must be more than talking points. Inclusive leaders can parse out the subtleties that separate more abstract notions of justice and caring (Noddings, 2015) from specific actions that result in inclusive cultures. These leaders bridge the gap between theory and practice. This volume, Inclusive Leadership: From Theory to Practice, seeks to provide a more nuanced view of what it means to be an inclusive leader as it explores current research, practical applications, and personal narratives.
CONTENTS
Foreword, David DeMatthews. Introduction, Sheryl Cowart Moss and Rolandria Justice Emenuga. SECTION I: EXAMINING THE INFLUENCES OF RESEARCH IN DISABILITY SERVICES, SOCIAL JUSTICE LEADERSHIP CULTURAL PROFICIENCY, AND PROGRAM DESIGN. Beyond “Hang in There”: A Qualitative Examination of How Inclusive Principals Support Beginning Special Education Teachers, Erica D. McCray, Margaret L. Kamman, Maya Israel, Alexandria N. Harvey, and Emily Crews. “And Only Connect!”: Inclusive Leadership in a New Zealand Context, Sylvia Robertson. Principal Influence on Success for Students With Disabilities: An Exploration of Educator Perceptions of Inclusive Leadership, Zak Dominello, Vanessa Giddings, and Amie Cieminski. Inclusive Teacher Educator Leadership: Situating Reflective Practice Within Theory, Partnerships, and Equity in an Undergraduate Dual Licensure Ed ucational Preparation Program, William Hunter, Wesam Salem, Keishana Barnes, Logan Caldwell, and Jennifer Bubrig. Navigating the In-Between: Defining the Third Space for Educational Leadership Programs, James A. Zoll, Sheri Hardee, and Catherine Rosa. SECTION II: PRACTICAL APPLICATIONS: INCLUSIVE LEADERSHIP IN ACTION. Practicing Inclusive Leadership by Nurturing and Developing Teacher Leaders, Marla McGhee. Disrupting the Status Quo: A Call for True Equityin Special Education, Toni Barton. Equity Labs—Can They Increase Teacher and Leader Effectiveness? Georgia Evans. Actions of Equitable, Socially Just, Culturally Responsive, and Inclusive Educational Leaders, Amie B. Cieminski and Kristine J. Melloy. SECTION III: NARRATIVES—PERSONAL PERSPECTIVES ON THE FIELD. Exploring Inclusive Leadership Through Tonglen: A Contemplative Framework for Supervision, Steve Haberlin and Ian Mette. Building a Stronger Leader Preparation Model: Inclusive Practice Grounded in Research and Experience. Karen Caldwell Bryant, Jami Royal Berry, Robin Christian, Niles Davis, Michele Dugan, Brian Keefer, Kristen McRae, and Summer Tuggle Smith. Inclusive Leaders Building Bridges to Learning, Heather P. Williams and Jennifer L. Snow. Rafael’s Story: A Portrait of a Latinx School Leader in Georgia, Taylor Barton. Conclusion, Sheryl Cowart Moss and Rolandria Justice Emenuga. About the Contributors.

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