Topics include trauma-informed frameworks, policies affecting homelessness and housing insecurity, transitioning to college, supporting college retention, collaborations and partnerships, and transitioning to life after college.

Examines how the use of the “at risk” category and label creates problems for students and teachers. Drawing from research across various education sites, the author illustrates how educators recognise the label’s potential to redress issues of equity, but warns that it can also stigmatize the students so labelled.

Provides a straightforward explanation of how changing mathematics tracking policies to provide algebra instruction to all students by at least eighth grade can bring about changes in both student achievement and teacher performance.

Both a practitioner’s guide and a school reform model, this book shares arts-integration practices across the K-8 curriculum. Rather than providing formulas or scripts to be followed, each chapter describes how the arts offer an entry point for gaining insight into why and how students learn to assist teachers in developing their own practice.

Challenges prevailing notions about autism by offering the viewpoint of adolescents on the spectrum through their writing, photography, poetry, art, and more. This book is a critical resource for teacher preparation and professional learning in any field that interacts with individuals with autism or other disabilities.

The United States is at a pivotal crossroads in determining the educational experiences of children ages 3 through 8. Helping educators set goals and design effective policies, this title provides a history of early education and care in the United States and invites readers to consider early schooling in a global perspective.